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Dissertations Graduate College
4-2014
Recommended Citation
Schuemann, Kahler B., "A Phenomenological Study into How Students Experience and Understand the University
Presidency" (2014). Dissertations. 261. http://scholarworks.wmich.edu/dissertations/261
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by
Kahler B. Schuemann
Doctoral Committee:
Donna Talbot, Ph.D., Chair
Diane K. Anderson, Ph.D.
Patricia Reeves, Ed.D.
Little is known about how college students experience and understand the
university presidency. Students are important consumers of the academic experience and
students and university presidents continues to narrow. To address the void in scholarly
literature, my study explored how students experience and understand the university
presidency.
president. Participants were selected from two small, public, Midwestern universities
where their president had served for five or more consecutive years. The in-depth face-to-
encounters; (b) understanding leadership through compassion and vision; and (c)
meaningful impact from presidential interactions. Students experiencing interaction
as a balance between compassion and vision. Students form impactful memories when
between students and presidents, benefits students by further motivating their campus
involvement, enhancing their connection to the university, and inspiring their student
leadership aspirations.
between students and presidents through social media; (b) expanding the target
organizations; (c) studying how involved students influence the general student
population and serve as a key communication conduit for presidents to reach a larger
population; and (d) exploring how university presidents experience and understand their
students.
Copyright by
Kahler B. Schuemann
2014
ACKNOWLEDGEMENTS
encouragement and support. I humbly share this achievement with all those who invested
time and energy in my journey. Collectively we celebrate. This project would not have
contribution. Your constant influence helped me navigate this study from beginning to
end. Dr. Patricia Reeves, you inspired me to immerse myself in qualitative research and
to handle data diligently. Dr. Diane Anderson, you helped me maintain my focus
throughout the endeavor and offered endless optimism. It is through the regular
renegotiations and endless drafts that my committee instilled in me the responsibility and
honored to have had the opportunity to listen and learn from your experiences with the
university presidency. Your words are now part of me and for that I am forever thankful.
with classes, research, and seemingly years of writing. As a wife your patience waned
ii
and you motivated me to finish the project. Thanks be to you! You are my true love and I
Acknowledgements-Continued
appreciate that together we endured the journey. Mom and Dad you are my foundation. I
aspire to impact the world in a meaningful way because of your influence. I am truly
blessed to have inherited my Mom’s compassionate vision and my Dad’s adventurous
spirit. Nono, as a grandmother, you instill in me the courage to do great things. I have
worked hard to make you proud. Although I lost my greatest role model early in this
process, the legacy of my grandfather, Bopbop, lives in my thoughts and actions as I go
forth as an educational leader. He taught me to strive for achievement and motivate
collaborative success.
I so value my institution. Western Michigan University is a great place to learn. I
am privileged to have had the opportunity to train under distinguished faculty. Many
offer such great life experience to complement their teaching. I value their
also had the opportunity to train under two amazing presidents. President John M. Dunn
strategy. Linda and Carol, as first wives to the university and surrogate mothers to me,
Acknowledgements-Continued
Your camaraderie and organized adventures helped me maintain balance between rigor
and reality. Your enthusiasm re-engaged me during challenging times. Your proofreading
and critical analysis helped me sustain a high standard throughout the project.
iii
Collectively, my committee, the student participants, my family, my university, and my
friends are all at the heart of this research project. I am beyond fortunate and
Kahler B. Schuemann
TABLE OF CONTENTS
ACKNOWLEDGEMENTS………………………………………………..……... ii
LIST OF FIGURES………………………………………………………………. x
CHAPTER
I. INTRODUCTION……………………………………………………..…. 1
iv
Study Background……………………………….…....……...…….… 2
Statement of the Problem………………………………..……...…… 6
Purpose of the Study………………………………...………......…… 6
Research Questions…………………………………………...……… 7
Conceptual Framework…………………………………...…….……. 8
Rationale and Significance……………………………………....…… 12
Overview of the Methodology……………………………..………… 14
The Researcher…………………………………………………..…… 18
Limitations and Delimitations……………………………...………… 27
Organization of the Dissertation……….………………………...…... 29
Summary…………………………………………...………...………. 30
II. LITERATURE REVIEW…………………...…………………………….. 31
Students………………………………………………………….....… 32
Involved Students……………….……………………………... 33
Student Trends………………...………………………….......... 36
Social Networking…………………….…………………. 37
Table of Contents-Continued
CHAPTER
Parental Involvement…………………….……………..… 41
Student Expectations…………………….....…………………... 43
Academic Perceptions………...………………………..… 44
University Presidents……………………………………………....… 52
v
Historical Underpinnings of the Position…………….…….….. 53
Presidential Achievement………………….…………………... 58
Leadership Theory………………………………………..……. 58
Behavioral Theory…………………………………..…… 62
CHAPTER
Interactivity Between Students and University Presidents………....... 68
Types of Interactions………………………...……………...…. 69
Presidential Assertions……………………………………...…. 70
Summary…………………………………………………...……...…. 74
III. METHODOLOGY……………………………….………………………. 75
Research Design………………….………………...…………..……. 75
Ontology………………………………………………..……… 75
Epistemology……………………………………..…...……….. 76
Philosophical Tenets………………..…………………..……… 77
Qualitative Discovery……………………………………….…. 78
vi
Phenomenology……………………….……………….………. 79
Summary………………………………………………...……...……. 91
IV. RESULTS…………………………………………………………….…... 93
Summary of Participants…………………………………..…………. 94
Participant Narratives………………………………………………… 95
CHAPTER
Data Coding………………………………………..……....…. 107
Summary…………………………………………………………..…. 128
V. DISCUSSION…………………………………………………….………. 130
vii
Connection to the Literature………….……………………...……..... 130
Conclusion………………………………………………………...…. 148
REFERENCES…………...………………………………………...………....….. 152
APPENDICES…………………………………………...……………………….. 171
Table of Contents-Continued
APPENDICES
viii
LIST OF FIGURES
1. Conceptual Framework………………………………………………………... 9
ix
CHAPTER I
INTRODUCTION
Universities are made up of people with a purpose. Some are engaged in learning,
some in teaching and research, and yet others in support or leadership. This study focuses
in on how the learners experience and understand the leaders. Regardless of their
objectives, all groups in a university environment are unified through the educational
experience. Information, knowledge, and resources are shared through interactions among
these groups. While researchers have investigated each of the university stakeholders
previous research does not describe how students experience and understand the
university presidency. My study begins to discover the connection between students and
college students. The student voices are shared in later Chapters of this dissertation to
Research has focused on learners with studies involving students (Astin, 1984;
Gellin, 2003), student trends (Ellison, Steinfield, & Lamp, 2007; Ellison, Steinfield, &
Lamp, 2011; Kenny, 1990), student expectations (Kuh, Gonyea, & Williams, 2005;
Rothgeb & Burger, 2009), and student development (Bronfenbrenner, 1995; Chickering
& Reisser, 1993; Kohlberg, 1976; Pascarella & Terenzini, 2005; Perry, 1970; Piaget,
1965). Research has also studied the university presidency by investigating the
responsibilities of the position (Ehrenberg, 2004; Fisher & Koch, 1996; Gilley, Fulmer, &
achievement (Chace, 2006; Flawn, 1990; Kauffman, 1980; Trachtenberg & Blumer,
2008), and leadership theory (Bogue, 1994; Bolman & Deal, 2003; Burns, 1978; Bush,
1
2003; Kouzes & Posner, 1995; Zigarmi, Fowler, & Lyles, 2007). While university
presidents and the students they serve share an important bond through important
interactions and experiences (Brodie & Banner, 1996; Downey, 1977; Fisher & Koch,
regarding the student perspective. This study seeks to explore how students
Midwestern universities.
Study Background
Higher education continues to evolve. Previously, one could argue society valued
from living in a world of advancing knowledge, technology, ideas, and arts” (Bowen,
1977, p. 58). Today many view higher education as “vital to maintaining our competitive
144), while also adequately preparing individuals for social mobility. For those who agree
with this evolving sentiment, universities are important. To help establish the boundaries
of this study, I start first with a broad perspective portraying higher education as a pillar
to providing information and service to humanity and then narrow the focus in on two
important stakeholders that coexist within this environment: students and university
presidents. Therefore, broadly speaking, our world spins in a state of constant change that
begs for innovative thinking and problem solving. The global community inherits shared
economic instability. Society is at the mercy of its own intellectual potential (Brodie &
Banner, 1996). Some would suggest that education holds a key to unlock undiscovered
2
answers plaguing our world. Universities aspire to play a primary role in molding
humanity through cultivating knowledge and preparing individuals for this citizenship
(Institute for Higher Education Policy, 1998). Students are the direct consumers of this
educational effort and university presidents are charged with leading the success. The
way students experience and understand the presidency is yet to be researched and yearns
for discovery.
As chief executive of these institutions, presidents are often charged with transforming
transformational effort is the ability of followers to understand the needs and objectives
of their leaders (Burns, 1978). Students are constituents of presidential leadership and are
at the core of a university’s mission (Flawn, 1990). Discovering how students experience
and come to understand the university presidency helps further develop our knowledge of
this evolving interactivity and provide valuable insight for those who participate in,
narrow. Recent trends in marketing strategies that target student audiences highlight the
leadership theory suggests benefits associated with leaders connecting with their
constituencies (Bolman & Deal, 2003; Burns, 1978; Bush, 2003; Jablin & Putnam, 2001).
The advent of online social networking, among other interactions, has created an
environment where some presidents choose to engage with students in an informal and
3
unprecedented manner (Joly, 2007). Despite the evolving relationship, literature is void
of studies investigating how students perceive presidential leadership. To address this gap
in the literature, my study explores how students experience and understand the
provided a data rich perspective relating to how they understand the university
presidency.
Little is known about how college students experience and understand the
university presidency. My study weaves together existing research involving students and
university presidents. The lived experiences of students who interact with the presidency
is the platform from which my study’s data emerged. The phenomenological approach is
founded on the premise (evidence, principle, foundation) that meaning is developed and
survives within the individuals being researched (Schwandt, 2000) and enabled me to
discover how students experience and understand this pivotal leadership position.
Analyzing data through a lens involving student development theory and leadership
related to how students stitch together experiences and make meaning surrounding the
university presidency. These students are consumers of the educational experience and
arrive at university campuses throughout the world with needs, values, opinions, and
numerous factors that influence the way a student matures intellectually and socially
4
(Astin, 1984; Evans, Forney, & Guido-DiBrito, 1998; Hofer & Pintrich, 1997; Perry,
1970; Tinto, 1993) but does not offer a phenomenological insight into how students
understand and experience the university presidency. Patterns in the data collected during
interviews and viewed through a lens of existing theory generated a basis for both
describing and comprehending how students make meaning regarding the position of
university president.
held ultimately accountable for their ability to manage relationships with their constituent
groups (Fisher & Koch, 1996). While students are arguably one of the most important
constituents in higher education, the literature does not connect them with university
leadership and as a result presidents and students may be viewed as structurally distant
from each other. Discussion surrounding successful leadership often involves a direct
linkage between leader and organization or boss and employee (Bass, 1985; Burns, 1978;
McGregor, 1960), similarly this study reached beyond to connect how students
experience and understand the university presidency. While some considered association
between these two groups as distant due to their differing roles in an organization, I
viewed the relationship as mutually important and saw benefit in further developing our
enhanced when a leader engages with all members to cultivate an environment based on
collaboration (Fullan, 2005). Students are key constituents and current trends find
university presidents more actively associating with them through formal and informal
interactions (Joly, 2007). Discovering the underpinnings of how students experience and
understand the presidency will further inform the literature and provide valuable insight.
5
Statement of the Problem
How do students experience and understand the university presidency? How does
interaction with a president shape student meaning of the college experience? To validate
exploring this topic through discussions with multiple student affairs experts and higher
education researchers. The feedback I received was encouraging with indication my topic
indicated a deficit in empirical data for understanding how students experience and
understand the university presidency. While scholars have investigated what college,
students think about their professors and their schools, research relating specifically to
how they make meaning of the university presidency does not exist.
with higher education leaders connecting with their students (Chace, 2006; Flawn, 1990;
Suggestions, however, are experience based evolving directly from the presidents and not
steeped in research. While an assumption exists, that students must have some
perspective regarding university leadership, research has not traversed the issue which
the university presidency reveals much regarding the interaction between two important
presidents continues to evolve (Fisher & Koch, 1996) and yet remains undefined by the
literature. This void creates a dynamic platform for investigating and describing how
6
students perceive their interactivity with presidents. A qualitative study seeks to “explore,
how students perceive the presidency is the foundation of my dissertation. The purpose of
at two small, public, Midwestern universities experience and understand the university
approach as it provides insight into the student perspective. Bassey (2002) suggests “the
systematic, creative and critical enquiry” (p. 115). Specific patterns emerged representing
the lived experiences of the students investigated. The phenomenological themes offer
insight into how students experience and understand the university presidency and what,
Research Questions
collaboration and organizational achievement (Fisher & Koch, 1996; Fullan, 2005).
the students are the university’s core business" (Flawn, 1990, p. 105). Of specific interest
to this research is how students experience and understand the university presidency.
Marshall and Rossman (2006) contend that “qualitative approaches to inquiry are
uniquely suited to uncovering the unexpected and exploring new avenues” (p. 38).
Following suit with Creswell’s (2003) recommendation, central study questions are
7
number of subsequent queries designed to further align the focus of the study.
verbs and beginning with words such as “what” or “how”. The terminology used for the
questions reflects the research intent and creates a map for data collection (Creswell,
2007). For this study the following questions help establish the research agenda and
Conceptual Framework
This study establishes a research focus on the interactivity between two important
research seeks to discover how individuals construct meaning of the human experience
(Moerer-Urdahl & Creswell, 2004) and has served as a guiding influence in the
vet developing themes through inductive discovery (Strauss & Corbin, 1990).
My literature review is designed to help define the project parameters and assist in
navigating patterns and themes that emerge through analysis of the data. Focusing first on
what is known independently about students and university presidents, the investigatory
effort then attempts to further define the student perspective regarding interactivity with
8
their president. Insight into the way students experience and understand the university
presidency surfaces throughout the emergent process. The following diagram in Figure 1
experience as defined by the key components in the literature. This section highlights
scholarly studies involving student trends such as the social networking (Ellison,
Steinfield, & Lampe, 2007; Ellison, Steinfield, & Lampe, 2011; Hagerty, Lynch-Sauer,
Patusky, Bouwsema, & Collier, 1992; Mazer, Murphy, & Simonds, 2007; Raacke &
Bonds-Raacke, 2008; Walther, Van Der Heide, Kim, Westerman, & Tong, 2008) and
continued parental involvement throughout the college years (Howe & Strauss, 2003;
Kenny,1990; Levin Coburn, 2006; Shellenbarger, 2005; Wartman & Savage, 2008).
9
Student expectations are represented through a descriptive report of research relating to
both academic and personal needs (Bok, 2006; Clark, 2005; Kuh, Gonyea, & Williams,
2005; Light, 2001) in addition to studies linking student evaluation of their faculty
(Chickering & Gamson, 1987; Hobson & Talbot, 2001; Rothgeb & Burger, 2009;
Wittrock, 1986). In support of this direction “the need to discover the student’s beliefs
and expectations should be first and foremost in our minds as we design the educational
environment and activities that will engage the student and produce the outcomes that are
important to us, as well as our students” (Howard, 2005, pp. 31-32). Focusing on this
literature helps to qualify how interaction with a university president can shape student
The literature states “the university is one of the more enduring and complex
enterprises in the long history of human organizations; it thus provides a useful vehicle
through which to study the phenomenon of leadership in all of its human expressions”
(Padilla, 2005, p. 247). The framework I use to describe what is known regarding
“University Presidents” includes insight into the evolving role of a president through a
historical lens of higher education leadership and studies involving pathways to the
presidency (Barwick, 2002; Cuban, 1988; Rhodes, 2001). Literature relating marketing
(Fullan, 1993; Smith, 2004). Assertions made through published books and articles by
current and former university presidents (Chace, 2006; Flawn, 1990; Kauffman, 1980;
Trachtenberg & Blumer, 2008) provides insight into presidential views regarding
While functioning in very different roles, both students and university presidents
the crossroads of both groups, students and university presidents interact in a variety of
formal and informal ways. It is in this realm I wish to discover the essence of how
students experience and understand the presidency. I explored the types of interactions
and highlighted available information regarding dialogue between both entities (Chace,
2006; Trachtenberg & Blumer, 2008; Pierce, 2012). An analysis of articles relating to
issues arising at specific universities where students have voiced concern or praise
regarding the performance of a university president (CNN.com, 2006; New York Times,
2012; University News, 2012;) helps to further frame what students may describe as
Relative research aligned with students and presidents serves as a foundation for
presidents. I utilize two theoretical pillars to frame the research: student development
theory and leadership theory. Student development theory is explored through both a
psychosocial (Astin, 1999; Bronfenbrenner, 1995; Chickering & Reisser, 1993) and
cognitive lens (Kohlberg, 1976; Perry, 1970; Piaget, 1965). Leadership theory is
expressed through personality perspective (Bass, 1996; Bennis & Thomas, 2002; Fisher
& Koch, 1996; Kambil, 2010) and organizational leadership frames (Bolman & Deal,
2003; Bush, 2003). From this foundation, findings and patterns are compared to existing
literature to further qualify how students experience and understand the university
presidency.
11
Rationale and Significance
executives, student services professionals, public relations staff, and students. Research
has not yet traversed the interactivity between university presidents and their student
helps to frame the results for implicating future research. Findings may further inform
university presidents and assist them as they reflect on their own leadership.
Pascarella and Terenzini (1991) suggest administrators should “shape the educational and
interpersonal experiences and settings of their campuses in ways that will promote
learning and achievement of the institution’s educational goals and to induce students to
become involved in those activities, to exploit those settings and opportunities to their
fullest” (p. 648). Discovering how students experience and understand the university
presidency may provide further perspective of interest to presidents. Learning about how
students make meaning of their shared encounters with university leadership could be of
constituencies may benefit from acclimating to the rich descriptive account of how
students describe their lived experiences and understanding associated with the
presidency.
may aid members of governing boards in better deciphering key issues between
presidents and students. University trustees, charged with presidential oversight, can
glean awareness from information relating to themes associated with how students
experience the presidency. To this end “there will be more successful presidents when we
12
are able to think more seriously about what we need from them, and about the conditions
that enable their success” (Hahn, 1996, p. 72). Presidential search materials often suggest
experience and understand the presidency may additionally assist trustee boards with their
Discovering how students perceive interactivity with their president can also
benefit student services staff by providing perspective that may inform their role when
tasked with navigating issues that involve both students and the president. An example
includes fostering interaction between the two groups. Likins (1993) suggests “the
combination of the specialized expertise of student affairs staff leaders with the
president’s personal talents and professional power can result in an outcome that serves
students better than either could individually” (p. 84). Learning how students experience
and understand the university presidency may aid staff in better developing these
interactions and further support recommendations regarding the amount and nature of the
from reviewing the findings associated with this research. Exposure to the themes that
emerge from the lived experience of peers may help to unify and further motivate a
collective student voice in the organizational process. Student voice is important to higher
when determining the impact people, programs, services, and activities have on their
13
Through my research I hope to begin to bridge the empirical gap between students
and university presidents. This study may pave the way for future discovery by
educational leaders and their student constituents. Presidential leadership has previously
Williams, 2007). The student experience, conversely, has been examined more through
the educational context relating, among other areas, their association to faculty (Centra,
2003; Chickering & Gamson, 1987; McKeachie, 1997; Ory, 2000; Rothgeb & Burger,
2009; Wittrock, 1986). Some presidents do interact with their students both formally and
informally (Brodie & Banner, 1996; Flawn, 1990; Pierce, 2012). Based on this
interactivity, I was interested in investigating how students experience and understand the
further broadcasting an important view emanating directly from the student voice. This
frames the effort within an interpretivist philosophical position focused primarily on the
researcher builds a complex, holistic picture, analyzes words, reports detailed views of
informants, and conducts the study in a natural setting” (p. 99). The emphasis is on how
individuals construct meaning and knowledge through interactions within the social
14
context which appropriately aligns with this project’s interest in researching how students
methodology assists discovery and understanding within the data rich environment
evolving from the lived experiences of the student participants. Whereas some
experience and understand the university presidency. With a lack of existing research
illustrating the interactivity between these two groups, my study seeks to develop
understanding through the lived experiences of the participants and opens the door to
provide meaning where a void exists due to a lack of available research (Creswell, 2009).
Further focus occurs by setting aside common assumptions. This sets the stage for a less
impeded search of intuitive meaning which helps guide the research beyond current
reflection, continued reflection, and clarifying reduction (Husserl, 1931). While my study
involves research relating to students, university presidents, and the interactivity between
both groups, my primary focus centers on the way students experience and understand the
university presidency.
15
My dissertation follows the guidelines of a traditional phenomenology as
recommends first describing the lived experience of interest, working then to dissolve
experience. While I further define this process in Chapter Three by integrating additional
questions while I compiled the stories associated with the lived personal experience of the
participants. The next step of horizontalization directed me to assign equal value to each
developing segment of meaning. These ideas defined the essence of the phenomenon by
rooted in their self-awareness. Continued analysis of the data rich material occurred
through coding where issue related cluster developments transformed into experiential
saturation regarding how students experience and understand the university presidency.
The total sample for this study was designed to involve up to 16 university
students, participants chosen from two comparably small sized, public, four years, and
institutions served their university in that position for five or more years. Further
16
justification for the intentionality of these sample decisions is provided in the
utilized to select involved student respondents with the likelihood they had shaped some
Creswell (2007), further focused the subject population by incorporating only participants
who had completed four or more consecutive semesters at the university they were
currently enrolled and were actively involved in student organizations, *intramural sports,
were chosen who expressed some previous level of interaction with the university
president. Data collection for my study occurred through in-depth face to face interviews
designed to explore how students experience and understand the university presidency.
The process I used to organize my research thoughts was derived from both
commonly held practices in phenomenology and Hycner’s (1999) five step approach.
While this strategy is further defined in my Chapter Three, an overview lays the
groundwork (foundation) for acclimating to the process I chose for my investigation. Data
was gathered through the interviews. My effort with field notes and memoing assisted
focus in on the experiences of the student respondents. Two separate phases of coding
helped me negotiate data analysis. Delineating the units of meaning first enabled me to
essence of meaning in the data. Clustering then helped me to search for data groupings
that congregated to form ideas related to the research questions. I then began to extract
17
general and unique ideas from the interviews which were later condensed into
themes. Themes were composed into a composite summary of the findings and relate
The Researcher
sets course according to the researcher’s own thoughts, experiences, and objectivity
collective voice has always been my passion. Interest in both student input and
endeavors. Reflecting as a student leader, I recall rallying for student ideas to be heard. I
remember thinking institutional decisions were too often made without student input.
president, I work to bring credibility to student issues and create opportunities for
the lived experiences of students in relationship to how they experience and understand
the university presidency. To best embrace the informative voice emanating from
students, I am tasked with disclosing my own subjectivity. This effort helped challenge
and expand my views to allow for greater comprehension of the developing themes
within the data. Lutrell (2010) suggests six categorical considerations as the qualitative
18
knowledge frameworks, inquiry frameworks and methods, validity, and goals. This
encourage validity is described both here and in my Chapter Three section on credibility.
ongoing discussion with my chair, committee members, current and past colleagues,
strategies for dissecting the data were selected to align with approaches common to
phenomenological research and are outlined for possible future analysis. A rich
the findings as their expressive stories shed light on the research interest.
To strive toward critical thinking and manage the influence of bias, I embraced
and three former colleagues in student services leadership positions representing a diverse
19
a pragmatic philosophy in regard to resolving issues in a practical way. Seeing the world
changing student trends has helped me to unite theory with practice. My experience
contribute both to my personal curiosity and to the greater good of others (Lutrell, 2010).
and may produce practical knowledge that can benefit the field of higher education.
Specifically, my dissertation is designed to open the door to discovering the way students
perceive the interactivity with their university president. While research must be
university presidency through their own lived experiences. My role as the researcher
research topic helps to signify my disposition to the discovery (Denzin & Lincoln, 2008).
is unique to their own life experiences, I can view the affiliation through a lens of similar
interest and understanding. I was an active student leader throughout junior high and high
20
school serving as president of my class. Through these early developmental experiences, I
learned the joy derived from advocating on behalf of others. It was in this setting I first
student voice. Reflecting on those initial occurrences enables me to appreciate the impact
State University for my undergraduate degree due in part to its size and personal
approach to education. Other factors included its location in Michigan’s Upper Peninsula
and my love of the outdoors. This small, public university was the ideal size for a student
to become involved. Although the early nineteen nineties preceded an era when student
education. I relished in opportunities to rally behind student issues and gravitated again
towards student leadership positions. I served as president of the Student Body and later
as chief justice of the All Campus Judiciary where I authored a new student constitution
that formalized the rights and responsibilities of students and student organizations.
Through interactions with administrators, I discovered that students and staff working
presidency. To me, this person seemed to be at the center of all important things. I recall
thinking they were an expert in everything university related. I felt honored to experience
occasional interaction with the president and began to develop great respect for their role
and responsibility within the organization. I was witness to key decisions being made that
21
would directly impact the institution. My perception was the more informed the president
was on an issue, the more fitting the resolution. The more appropriate the resolve, the
greater the compliance and support from those impacted by the decision. Something
would start as an idea and then through effort, research, and discussion become an
facilitated the process and ultimately decided the direction. I viewed the president as an
leadership and service. Although striving to facilitate group success has always been a
thread in the fabric of my life, it was 1996 when I cognitively began a career path
and a deep seeded admiration for the life enhancing impact of education helped narrow
research.
With more than 10 years of success driven management in student affairs, I was
both students and university presidents. My career path gained momentum from increased
Through managing offices including Housing, Residential Life, and Student Life, I
22
grants, enterprise with other departments, managed budgets, analyzed statistical data,
developed and implemented marketing plans, celebrated collaborative effort, lead staff
through change, and directed the improvement of services. Programs and services that
today are organizational staples were nonexistent at the time. While change was in the air
pages were blank and yearning for words. I was fortunate to be part of a paradigm shift
that compelled university administrators to further explore the programs and services they
We are products of what life presents us and my research interest is impacted both
from the fortune of achievement and the lessons derived from hardship. After seven
a doctorate degree. Longing for adventure, I accepted a chief student services position
within the University of Alaska statewide system. In summation, I quickly found myself
authority, nepotism, organizational chaos, and fiscal malfeasance which for years had
forced staff to either leave or join and enable what others described as the “reign of
terror”.
worked closely with statewide university authorities to wage what felt like an epic battle
23
there were irreversible casualties. With my administrative spirit tarnished and the
resign my position prior to beginning classes for my doctorate degree. During this time, I
volunteered within the local community while also serving as an evaluator for the
provided valuable life lessons and further motivated my interest in educational leadership
collaboration.
Throughout my career I have worked closely with seven very different university
presidents. Each has taken great pride in proclaiming they are a “student centered” leader.
Conversely, two were publicly reprimanded by trustee boards for, among other concerns,
their poor reputation with the student body. The other presidents, by my account, have
made a mediocre attempt to connect with their students as an expected behavioral role
While I am fortunate to have learned valuable leadership lessons from each of the
presidents I engaged with, I am beyond privileged that one president significantly served
as a mentor. Working closely with him on projects facing our university enabled me the
opportunity to acclimate to the role of president. The work day would start early with a
discussion involving the tasks at hand highlighting any and all valuable information that
might assist with achieving the goals. Evenings would end late with an open reflection on
the challenges faced throughout the day and any resulting learning experiences. He not
24
slightly, I was able to compare methods. When I reflect on my own passion to serve as a
leader in higher education, I recognize a heartfelt aspiration to follow in his footsteps. His
had the opportunity to directly experience his legacy which now heavily influences my
own journey.
While leading is very much a cooperative endeavor that integrates effort and
productivity, I believe the art of leadership is a personal exploration into the inner
My practice has been influenced by authors and theorists including O’Toole, Bennis,
Bouge, Bolman and Deal, Heifietz, Kouzes and Posner, Badaracco, and Ellsworth. My
the ever-changing realm of higher education. These assertions emanate in the daily
interactions I have with the president, staff, students, and the community.
history walks a path that parallels progressive engagement with student services and
25
values, beliefs, experiences and judgments resonate throughout the design and
implementation of this study. Believing knowledge is socially constructed has long been a
experiences have been viewed more through a subjective rather than objective lens. A
adopts the following assertions by Strauss and Corbin (1998) as important proficiencies
believe an institution succeeds when all constituencies embrace an active role and
together celebrate forward momentum. A vision for achievement sparks an internal flame
that kindles my motivation to generate discussion with colleagues regarding our personal
role in reshaping higher education. Recognizing the responsibility associated with some
day serving a university as their president, I want to thoroughly invest in experiences that
adequately prepare me for this challenge. I believe leadership is an adventure into the
uncharted realm of success. While the past provides a rich historical perspective and the
present is awash with ideas and assertions, the future of leadership is in the hearts and
26
minds of those who daily interact with the practice. This serves as a foundation for my
research.
Rossman, 2006). While this form of inquiry provides for rich description, the
time and effort (Creswell, 2003). Additional considerations need to be made when using a
qualitative approach due to the active role of the researcher (Merriam, 1998). To address
assisted with validity and reliability (Creswell, 2003). While my study design creates an
opportunity for investigating the way students experience and understand the presidency,
the phenomenological design designates a small study size. Qualitative research focuses
applicable, the reality of interest resides within the student participants (Schwandt, 2000).
I attempt to tell their story through their voice, their perspective, their lived experiences
This research effort recognizes student perception is in a constant state of flux and
while it can have immediate implication on student decision making and actions,
27
motivate meaning (Davis, Sumara, & Luce-Kapler, 2000). To best qualify learner
representing individual beliefs and signifying relevance only in the present moment
(Merleau-Ponty, 2004). I also recognized a cautionary need for rigorous vetting when
their organization in a unique way. Even popularized theories regarding leadership traits
can, upon further investigation, diminish in proposed applicability (Harms & Crede,
2010). An effort to steep emerging data in empirical literature helped to build credibility
in the findings.
While I am a vocal advocate for motivating and recruiting greater diversity in our
university leadership, the unfortunate fact remains that most of university presidents are
sample locations have white males serving as president. Although I acknowledge this as a
possible limitation in my study, it is also to this group that I relate through my own race
and gender.
developed a foundation for discovery and overviewed key methods and considerations.
The second Chapter explores existing literature and establishes a framework from which
the dissertation builds upon. Chapter Three describes the methodological tools utilized to
navigate the investigation. The fourth Chapter presents thematic data emerging from the
proposed research questions. The final Chapter provides analysis of the findings and
28
discusses theoretical conclusions regarding student experiences and understanding of the
university presidency.
the methodological underpinnings guided the fluid process of data collection and
represented through the voice and experiences of the participants (Moustakas, 1994).
While Chapter Two presents the building blocks from which the phenomenon evolves
regarding the interactivity between students and presidents, data collection and analysis is
emergent in nature and I, as the researcher, represent a dynamic role throughout the
discovery. The methodological process guides analysis and connects sampling to the
extraction.
Summary
provided an overview of the key concepts surrounding the coexistence of students and
connecting these two groups has been outlined as a researchable problem begging for
discovery. The research questions were presented as a core component of the project and
provide for a dual layer of inquiry first exploring how students experience and understand
the presidency and then further probing how this perspective might then shape their
university experience. The potential benefits associated with investigating this evolving
29
phenomenon were described as possible interest to trustees, presidents, student affairs
discovery was overviewed for later discussion in Chapter Three. I provided the reader
bias and demonstrate my openness to the formation of new understanding. I discussed the
challenges and any subsequent effort associated with my study’s limitations and
delimitations. Chapter One then concludes with a logistical description of how the
remainder of this five-chapter dissertation is organized. This chapter has provided the
foundation from which future Chapters will further frame how students experience and
CHAPTER II
LITERATURE REVIEW
The purpose of a literature review is to sufficiently position the study within the
researcher must first locate and summarize relative studies or conceptual commentaries
McNabb (2002), this study conveys several aspects of previous research to vet new ideas
and both frame and cross-check data obtained through my interviews. Empirical studies
relating to students and leadership guide the literary journey and develop a platform from
which to further explore how students experience and understand the university. I
purposefully weave my research questions into the fabric of the literature review. This
30
developed a balance between existing knowledge and relative inquiry and helped to set
Strauss and Corbin (1998) suggest a good review assists with making dimensional
include validation through topic saturation. My Chapter Two illuminates the researchable
Review of recent student trends and student expectations frames the first part of the
assertions supports the later. Of particular interest are research-based findings that help to
define the parameters of this study. This literature is later used to help develop meaning
around the themes that emerged in the data. Theory relative to college students and
university presidents served as partial foundation for qualifying how students experience
and understand the presidency. The two theoretical pillars used to frame the research
include student development theory and leadership theory. From this foundation, findings
and ideas were compared and vetted in an effort to further define the emerging themes.
Students
Students are currently, have been, and will always be at the core of the higher
education enterprise. They are the main consumers of the scholastic experience and sport
to as the millennial generation and was born between 1982 and 2002. Recent literature is
beginning to define the later grouping of these students as Generation Z suggesting they
31
are maturing in a time of “greater public urgency and emergency, both at home and
around the world” (Irvine, 2010, p.2). Themes common to this socially-oriented group
include: (a) value in achievement and financial gain; (b) interest in supporting positive
social change; (c) and elevated anxiety linked to expectations (Atkinson, 2004). Many of
and organizations may be the result of millennial students being more motivated, more
Greater organizational exposure may increase an involved student’s interaction with their
university president. Increased interaction may then enhance the probability of those students
shaping some understanding of the presidency. Students of interest for my study demonstrated
involvement with activities such as student government, student activities, clubs and
organizations, residential life, intramurals, and others. Knowledge regarding the involved
demonstrate their voice through their lived experiences relating to how they experience and
Involved Students
student development opportunities such as clubs and organizations are made readily
32
important consideration for university leaders as they continue to develop organizational
2006), students are attracted to involvement with campus clubs and organizations as they
a sense of belonging helps them to avoid difficulties associated with isolation and in turn
has a positive influence on their academic achievement (Tinto, 1993). Benefits to students
who chose to be involved include leadership development, time management skills, goal
setting experience, and opportunities to interact and collaborate with others (National
Association, 2004). Amplified interaction and collaboration with others in the university
may improve the likelihood of an involved student acquiring perspective regarding the
presidency. Do involved students who interact with the president have thoughts on the
student’s understanding of the organization and in any way shaped their university
experience.
Astin’s (1984) theory of student involvement serves as ideological tenet for some
experience. His research paved the way for understanding how meaningful participation
in activities outside of the college classroom setting affects a student’s overall learning
33
regimented approach needed to change. Astin’s work directed awareness to a more
nurturing recognition that each student brings a unique set of expectations, needs, and
serve as a conduit for students to engage in purposeful effort that further cultivates their
Astin’s (1984) theory of student involvement was based on data collected over
several years involving more than 200,000 students which indicated distinct patterns of
positive factors relating to educational outcomes that increased with student involvement,
whereas negative outcome factors were present with non-student involvement. The
longitudinal data indicates students who were involved with extracurricular experiences
were more likely to graduate and furthermore develop a multitude of talents and life skills
(Astin, 1984). Although the study spotlighted the connection between students and
experience of involved students as they were deemed more likely to have developed some
student may neglect studies, spend little time on campus, abstain from
extracurricular activities, and have little contact with faculty members or other
positively influenced by both their academic and social involvement (Terenzini &
34
Pascarella, 1994). Similar empirical support for the benefits associated with involved
students comes from Gellin (2003) who conducted a meta-analysis of the research
associated with student involvement between 1991 and 2000. The investigator found
gains in critical thinking relative to one’s own motivation to participate, interaction with
others, commitment, and exposure to various other views and experiences. Gains in
organization has shown to also improve their academic persistence through a greater
the university and, as previously suggested, the university president. This in turn elevates
the likelihood an involved student has formulated some thoughts surrounding the
university presidency and shaped some meaning around any associated influence. Much
can be discovered from the perceptions involved students form. University presidents
with involved students (Fisher & Koch, 1996). Despite documented examples of
shifting needs (Chace, 2006; Flawn, 1990; Kauffman, 1980; Pierce, 2012; Trachtenberg
& Blumer, 2008), student perception regarding the university presidency has yet to be
explored in a research venue. This void in available literature yearns for more
investigation. The following overview of student trends helps further guide this research
effort.
35
Student Trends
contemporary trends. New social constructs sculpt reality by molding paradigms. Each
developed through their interaction with an ever-evolving world. Student trends continue
to serve as an area of focus for research and subsequently provide insight into the student
population by defining some of the key influences in their lives. The current student
population totes uniquely expressive characteristics which differentiates the group from
past and possibly future generations. Among these central themes flows an adversity to
comfortable with and even dependent on technology, materially satisfied, yet financially
connected to their parents than prior generations (p. 2). Conceptualizing these trends
delves into exploring how students experience and understand the university presidency.
Social Networking
family, coworkers, educators, popular social icons, businesses, brands, and even some
university presidents. Face to face communication has been significantly augmented with
virtual connectivity. Internet sites designed to promote social interaction have rapidly
increased in popularity from the late 1990’s (Ezzy, 2006). Virtual communication over
the internet is revered as both convenient and casual (Read, 2004). The influence of social
36
networking sites has infiltrated numerous aspects of daily life (Donath & Boyd, 2004).
Research has compared this developing trend to tribal behavior. Madge, Meek, Wellens,
and Hooley (2009) suggest the social networking culture of college aged students offers a
Recent research also offers a snap shot of the influential role the internet plays in
today’s society. A study tracking online patterns found 93% of the traditionally aged
college students spanning 18 to 29 years of age regularly use the internet (Lenhart,
Purcell, Smith, & Zickuhr, 2010). Much of this usage involves social networking sites
such as Facebook. These sites create fertile opportunities for developing relationships
(Valkenburg, Peter, & Schouten, 2006) and, moreover, for maintaining preexisting
friendships (Boyd & Ellison, 2007). Facebook was first started in 2004 and aspires to
“give people the power to share and make the world more open and connected”
(Facebook.com, 2011). The site caters to the growing interest in social networks and was
recently ranked the most visited website in the world (Bosker, 2010).
University students are a socially networked group (Ellison, Steinfield, & Lampe,
shared set of social expectations often representing inclusion through regular interaction,
shared support, and personal disclosure (Garton, Haythorathwaite, & Wellman, 1997).
Lenhart et al. (2010) suggests US adults 18 to 24 years old with on-line profiles went
from 8% to 35% from 2005 to 2009 with 75% of those in the traditionally aged university
student range sporting a personal profile. Research indicates this developing trend fosters
al., 1992).
37
Ellison, Steinfield, and Lampe (2007) conducted a regression analyses on survey
results stemming from a sample involving 286 undergraduate students and suggest the
students get the most out of their university experience. Research conducted by Raacke
and Bonds-Raacke (2008) found college students turn to social networking sites for
friendship, seeking connection with others, finding things to do and sharing information
about social events. In one study regarding social networking, a college student
responded that interacting on Facebook decreased their overall size perception of their
university (Read, 2004). How does virtual networking or face to face interaction between
a student and university president influence how a student perceives their college
environment?
conduit for seeking support and gaining increased knowledge regarding each other.
Ellison, Steinfield, and Lampe (2011) surveyed a sample of 450 college students
verses virtual friendships through social networking. Data was organized through mean
and standard deviation and then analyzed through regression models. Findings “point to
‘online’ and offline’ social worlds and instead acknowledges these channels as deeply
integrated communicative spheres” (Ellison, Steinfield, & Lampe, 2011, pp. 886-887).
The research also suggests Facebook creates a venue where students often advance
38
students and university presidents may have similar implication. Might this form of
connectivity between the two groups influence student understanding of the presidency?
Student services professionals and university executives are challenged with how
best to acclimate and even cultivate this evolving form of social alliance. Does social
networking tarnish the stoically academic façade that often defines the structured image
developing beneficial interaction? Practitioners are faced with a fashionable angst. Watch
from afar with bewildering amazement or trendily develop an online profile and join the
masses as they seemingly live and all but breathe in a virtual reality? Support for
theory which originated long before the advent of web-based communication and
champions justification for elevating value associated with promoting a sense of student
profiles on Facebook where differing levels of interaction with and disclosure to students
can be observed. Of interest to this study is how interaction between students and
presidents may shape student meaning of the university experience and what, if any,
college students (Boogart, 2006), research also indicates students form impressions from
their observation of information available through the profiles of others in their network
(Walther et al., 2008). Some studies have focused on networking between teachers and
students which may also have implication for university administrators. A connection that
might otherwise be less likely or awkward is made easy as a student “…can intangibly
39
surround themselves with the online representations of friends and acquaintances-
allowing them to instantaneously feel close to any or all of them” (Hinduja & Patchin,
2007, p.3). This assertion holds true in studies investigating how students view effort by
their teachers to participate in online social networking (Mazer, Murphy, & Simonds,
2007). Their findings suggest students view appropriate teacher profile disclosure as
genuine and honest if information represents the teacher’s dedication to their capacity as
an educator. This result may have implication as it relates to the way students view and
understand a university president to whom they are acquainted through social networking
Parental Involvement
unabridged parental involvement which often surfaces in higher education. Parents can be
logistical challenges for their young adult college students. Phone interactions between
parents and university staff at times include interactions where guardians adamantly
resulting banter between parent and university staff often excludes a student’s own
universities have strategized in creative ways. One technique is to segregate parents from
academic registration during orientation and encourage students to interact with advisors
the involvement and engages the collaboration through specially designed programs and
40
services often facilitated through an Office of Parent and Family Relations (Wartman &
Savage, 2008). The divergence between both techniques signifies the challenging nature
of this trend which finds university leaders wrangling with what structurally is the most
appropriate response. If students’ lives are heavily influenced by their parents, might this
affiliation to a deferred authority in some way inform their experience and understanding
Boomer parents with an elevated tendency for sheltering and safety which cultivates a
prolonged sense of attachment (Howe & Strauss, 2003; Levin Coburn, 2006). This trend
finds parental involvement spanning the college experience with seven out of ten students
reporting “very often” communication with a parent occurring throughout the academic
year (National Survey of Student Engagement, 2007). Universities are navigating this
examples exist where organizations have developed parental advisory groups in an effort
to harness some benefit from the movement (Wartman & Savage, 2008). While research
parents, presidents are often key speakers at pivotal events both recruiting and welcoming
the student/ parent conglomerate to their university. This exposure suggests parents may
develop a correlation between the universities and their presidents. Does this connection,
position? Of interest to this study is the influence parental involvement plays in how
students experience and understand the university presidency and if any linkage connects
the parent paradigm to the evolving phenomenon between students and presidents.
41
Administrators are challenged with balancing student privacy, which is inherent to
independence, with reassuring parents that their prized offspring are receiving a quality
education with sufficient services to help them succeed academically (DeBard, 2004).
students’ parents. While parental prowess can prove challenging for universities, research
indicates some direct benefit to the students. Kenny (1990) conducted a quantitative study
involving a random sample of 159 seniors at a large selective university. The study found
students highly desired an ongoing relationship with their parents. Parents were
Additionally, those students who reported close relationships with their parents also
indicated a more extensive effort in career planning. University presidents will continue
feedback from eagerly and adamantly involved parents. Does this proverbial umbilical
attachment between students and parents influence the way students shape meaning of
their university experience? This literary journey continues with investigating what
research indicates students expect regarding their academic experience along with
potential application derived from how students evaluate their faculty educators.
Student Expectations
human capital and administrative custodianship. Ultimate responsibility for both student
living and learning falls squarely on the shoulders of the top executive. The president
42
ability to stay abreast of changing student expectations is directly impacted by the form
and amount of interaction between leader and constituency. Tough decisions directly
impacting the lives of those who embody the campus community are informed and
influenced by the information available to those leaders who wrangle with a sustainable
a non-neutral manner and assign either a positive or negative connotation which evolves
into defined schema and in turn impacts perception through a previously defined frame of
reference. Awareness of what students perceive while attending a university and the way
they evaluate engagement helped to further shape themes as they emerged throughout this
research effort. While existing literature does not currently demonstrate student
student perception of other organizational entities that may have application to this
for demonstrating how students experience and understand the university presidency.
Academic Perceptions
College is a new and exciting environment for many students. Although academic
life can be laden with challenges and occasional pitfalls, data suggests approximately 80
percent of undergraduates report a positive experience (Bok, 2006). Kuh, Gonyea, and
Williams (2005) studied how students develop their academic expectations by analyzing
data from 43 institutions of higher learning involving 38,000 student records and found:
As expected, students entering the more selective, private institutions have slightly higher
43
expectations, as do students entering doctoral-extensive, doctoralintensive, and
seems to make the largest single contribution, meaning that women expect to
makes a small contribution, indicating that students of color expect to take part more
frequently in a wider range of activities than white students. (p. 50) My study focused on
with their university president. Effort was made to select a sample that represented a
Students are faced with both positive and negative influences while attending
college and can learn to strategize as they navigate these difficulties. Clark (2005) offered
four categories that identify student effort to persevere through challenges: “overcoming
While some students excel at planning and modifying their behavior and actions to
negotiate positive outcomes, some students hold beliefs that shift blame to other entities.
Clark (2005) further explains that university programs such as freshman seminar are
encouraging students to seek assistance and share opinions regarding their university
experiences. This same sentiment is often also expressed by university presidents during
impact students and do they in any way shape student meaning of the university
experience?
44
Learning outcomes and teaching methodology have evolved as areas of interest
for previous research. A study involving 1600 college students found respondents
preferred a structured approach to teaching yet believed much of their learning occurred
outside of the classroom setting (Light, 2001). This suggests interaction and experience
with others augments student knowledge obtained in class. Some educators have
levels of motivation and higher mastery when they feel connected (Summers & Svinicki,
Benefits seem to also abound when students report feeling connected to their
university. Strauss and Volkwein (2004) found that organizational efforts to improve
increased persistence and graduation rates. Can application of these findings span the
campus community? What, if any, connection do students make between their perception
of faculty served as a potential foundation for inference. The manner in which students
45
perceive a faculty member directly impacts their motivation to engage in learning and
perceive the university presidency and does interaction between a student and president
influence a student’s thoughts or actions? As with any form of assessment, defining the
through ties to student learning with both summative implication for promotion and
formative application with helping faculty improve their effort (Hobson & Talbot, 2001).
Overseeing student learning has become an important process for universities and
includes monitoring the manner in which students evaluate their experience with faculty.
significant support for student evaluations among political science department chairs.
Among those surveyed: 84% at bachelorette, 94% at masters, and 92% at doctorial
teaching effectiveness. This similarly begs the question, if student opinion was formally
choose to engage with the constituency? Student evaluation of faculty has a considerable
encouraged educators to focus more on the learners through methodologies that embrace
46
(McKeachie, 1997). According to Centra (2003), “students who learn more in a course
expect to get higher grades and also believe instruction has been more effective” (p.515).
educators and how students experience and understand the university presidency? Albeit
very different, both educators and administrators provide services and information to
students that define their college experience. Student evaluation of teacher effectiveness
further defines the parameters for educator accountability in the classroom (Ory, 2000).
and student, promoting mutual student exchange and collaboration, utilizing active
learning methodologies, providing timely feedback, motivating a task oriented focus, and
encouraging high expectations. Many of the empirically based assertions parallel actions
one could argue students should have a voice in evaluating leader performance. For this
between the two groups. My study begins to explore this connection. Prior to
understanding the foundation from which the social constructs are derived must be
considered. This phenomenological effort focused data through a lens involving: (a)
47
faculty. Emerging themes were also vetted with knowledge of the theoretical foundation
Scholars have aspired to explain human social development for centuries. Effort
over the past seventy years has refined and directed this theoretical journey. Research and
phenomenological approach. Discovery into how students experience and understand the
student development lens. Studies involving students’ mental, emotional, and social
growth are often categorized into camps with two popular affiliations being psychosocial
theory and cognitive theory. Psychosocial theory refers to the chronological life stages
where unique sets of developmental challenges occur. Cognitive theory implicates the
manner in which students perceive, filter, organize, and make meaning of their
experiences. These theories served as a lens from which I viewed my study’s findings and
negotiated meaning as themes evolved in the data demonstrating how students experience
experiences for students. Research supports engagement between learners and faculty
with findings suggesting that shared interaction is one of the most influential forces in a
student’s development (Astin, 1999). Many institutions have created residential learning
48
social life. This setting provides students regular interaction with faculty and staff both in
and out of the classroom. Empirical support from a meta-analysis for these types of
academic success, elevated involvement, and improved student retention (Pascarella &
Terenzini, 2005). Although research based literature does not address interactivity
provide a platform for the establishment of personal identity. Seven vectors are suggested
integrity. Variables affecting a student’s back and forth progression through the vectors
include individual maturity, the amount of support received, and the differing degrees of
difficulty. How do students identify with a university president and does this influence
growth to occur. Similarly, Astin’s involvement theory (1984) offers insight into how
49
physical and psychological energy. Within my study the raw data received from
respondents has been filtered through these theoretical models to assist with making sense
of the themes relating to how students develop an understanding of the presidency and the
resulting impact. How does student interaction with a university president shape their
and information. Conceptualizing how students form meaning helps to build a foundation
for analyzing my data and formulating relative theory. Piaget’s research spanning
the1930’s through the 1960’s describes moral development in children. Piaget (1965)
morally through interacting with their environment. As a child grows they move from a
view rules and authority in a unidirectional manner concerned more with outcome than
purpose. Ethical maturity promotes both moral reasoning and critical selectivity which
for students to engage in personal discovery? Are there any examples of shared
discussion between students and presidents surrounding rules leading to outcomes within
student’s intellectual journey with truth, meaning, value, and responsibility as they relate
development: dualism, relativism, and commitment. Each level contains three stages
50
moving from a structural orientation to affective action. Considering this developmental
assertion, interactions between students and presidents could nurture student growth
process individuals encounter when faced with new circumstances and purports moral
judgment motivates decisions and behavior. Three stages are offered as sequential
being where the student is unaware of societal rules and subsequently does not
demonstrate any concern. Awareness and respect for social expectations begin to develop
maturation to a level where their value system exceeds the rules of society. My study
acknowledges the theoretical depth involved with the development of student perception.
This theoretical lens helped to focus analysis as themes evolved through the repetitive
rigor of collecting and comparing data relative to how students experience and understand
University Presidents
echoing the voice of reflective university presidents indicates the job is beyond daunting
but carries great opportunity for positive influence (Chace, 2006; Flawn, 1990;
51
Kauffman, 1980; Pierce, 2012; Trachtenberg & Blumer, 2008). The promise of a chaotic
Understanding how the position has historically developed, reviewing the career
trajectory, and learning how modern challenges continue to redefine the role served as a
platform for then integrating leadership theory and helped to position my research interest
to first acclimate to the historical circumstances surrounding the creation of the position.
echoed throughout the land and Americans greatly feared the concept of singular
authority with any type of leadership. Whether it be church, state, or a factional group, the
strong sentiment remained that public life should be governed by broad public interest.
To redirect authority away from the religious hierarchy, governments began to appoint
lay individuals to oversee academic policy (Zwingle, 1980). The role of education was
evolving fast. If our nation was to continue development based on freedom, democracy,
detailed system of educational oversight and governance was needed to orchestrate the
structure than our European counterparts at Oxford and Cambridge, the concept of
faculty control, America did not have an available pool of professional scholars to draw
52
from. According to Trow (1970), topics were taught by a group of young men who served
more as tutors. Harvard chiseled out an existence founded by a lay board that relied on
the good intentions of those involved with the process. It was decades before the role of
faculty began to acquire the professional respect afforded to it today. The concept of
faculty domination and self-interest directly conflicted with society’s strong desire for
public style governance. Governing boards, in the early 1900’s, responded to the evolving
administrative needs by appointing presidents to carry out oversight of the day to day
The role and responsibility of the university president continues to evolve today.
presidential role with an overview of leadership theory by describing where the executive
motivation is professionally cultivated. This then set the stage for a phenomenological
investigation into how students experience and understand the university presidency.
leadership achievement (Fincher, 2003). The author suggests much of what differentiates
responsibility for impacting direction and making decisions. The number of university
executives emerging from a student affairs background is on the rise due in part to their
53
practical experience advocating for recruitment and retention (Diamond, 2002).
Birnbaum and Umbach (2001) offer four categorizations for presidential trajectory. The
first two are considered traditional pathways: a Scholar ascends in the typical fashion
through faculty ranks and into administration; a Steward follows a higher education
management path without ever serving as a full-time educator. The remaining two
defined pathways are less customary: a Spanner represents those who have external
working experience with politics or business and also excel as faculty members; lastly, a
Stranger does not have any university employment experience either as an educator or
administrator.
diversified executive service (Ross, Green, and, Henderson, 1993). Research conducted
found 86% White and 77% male (American Council on Education, 2007). This
unfortunate portrayal can be observed through my own effort to develop the sample
population for this study. I was unsuccessful at locating even one female or minority
president at a small (under 10,000 students), public, Midwestern, four year teaching
university who had been seated for five or more years as determined necessary through
my sample site criteria. While I am a vocal advocate for motivating and recruiting greater
diversity in our university leadership, we are faced with the discouraging reality that most
university presidents are aging White men (American Council on Education, 2012). Does
the gender, ethnicity, demeanor, leadership style, or other consideration help to create a
linkage between some students and the president? How do students identify with the
presidency?
54
Evolving Role of the University President
credentialing for a university presidency. The search criteria has shifted extensively and
aptitude with media, community, and legislative relations; and skill in navigating an
most influential, most important, and most powerful of all positions, and there is
now both a critical need and an unusual opportunity for effective leadership. The
college presidency is one of the most influential of all positions because the future
leaders of the world sit in our classrooms. The academic presidency also is one of
the most important of all positions because it is chiefly on campus that knowledge
leverage. (p.223)
to their post. Research on university leaders suggests one out of five presidents had
previously served in the top position at another institution prior to acquiring their current
presidency (Williams, 2007). So with the presidential position compelling such deep
potential influence and requiring elevated career acumen why has previous research never
55
Marketing and Communication Trends
bites and in informational mailings. Educational executives are dedicating increased time
communities have learned to look to the president for answers and understanding. Of
marketing and media influence how students experience and understand the presidency.
Leaders conduct higher education business in a public venue where decisions are
responsibilities: they are at the center of discovering and resolving organizational deficits
while also championing optimism and good will. Presidents are required to oversee
campuses that increasingly are turning into battlegrounds for crisis and tragedy where
public scrutiny points to leadership for immediate answers (Nelson, 2008). Navigating
media intricacies that revel in negativity is a real skill. The important need for public
respondent or spokesperson for issues facing students, faculty, staff, and campus
things they hear and see in the media and through dialogue with others?
Presidential Achievement
imperative for the revitalization of higher education” (Fisher & Koch, 1996, p. 273).
56
Empirical research pertaining to presidential interviews indicates those serving in the
positions believe success comes from the following several considerations: (a) total
commitment; (b) courteous treatment of others; (c) self and group confidence; (d) interest
in action; (e) a resolute and unrelenting (inflexible) demeanor (behavior) ; (f) actively
humor; (i) friendly and approachable behavior; (j) maintaining a consistent disposition;
(k) conveying authority with ease; (l) and although in the spot light, they believe effective
presidents generously share recognition (Fisher, Tack, & Wheeler, 1988). While these
findings emerged from questioning current university presidents, students have not been
asked how they experience and understand the presidency. As a result, the student voice
Leadership Theory
Researchers have long investigated what makes a leader tick. Numerous theories
abound on the periphery making inference to key leadership tenets. Studies exploring
corporate populations have implications useful for business and industry. These findings
leadership further informed this investigation into how students experience and
understand the university presidency and helped qualify patterns in the themes that
Five categories are first offered to help define the development of leadership
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theory-based scaffolding to further define leadership behaviors within a university’s
organizational structure. While my review is not comprehensive and does not delve into
the validity of each of the theories, the summary does overview the prominent themes that
serve as a pillar to this research effort. These theories are then woven into the fabric of
description as the qualitative themes emerged demonstrating how students experience and
brief review of earlier assertions helps to map the historical underpinnings of the current
philosophical suggestions. The Great Man Theory contends certain individuals are born
century through the writings of Thomas Carlyle, a Scottish historian and satirist, as he
attempted to define the success of male dominated military and political leadership
throughout history. Carlyle contends “the people will be saved by the great men; that is if
people will listen to the hero, obey him, and believe in him, all will be well” (Carlyle,
1966, p. vii). The author further suggests leaders must embody some manifestation of
each of the following five characteristics: divinity, prophecy, poetic performance, priestly
any of these natural birth traits would limit the individual’s ability to perform as a leader.
This conjecture has been criticized in application for not addressing the diversity of
situational effectiveness while also not equating the role or influence that stems from
58
directing a group of diverse followers (Clark & Clark, 1990). The Great Man Theory
marks a starting point from which to further develop the theoretical perspectives that
helped me as I searched for clarity in the phenomenological themes that emerged through
my data analysis.
trait/personality theory. He purported through research conducted during the 1940’s that
individuals are motivated through both biological needs and experiential development
including awareness of one’s own body, identity, esteem, extension, image, and ability to
cope rationally (Boeree, 2006). Trait theory and personality perspective have resonated
with some leadership theorists who use psychometric or psychological testing to compare
and contrast certain characteristics that lead to leadership achievement. Bass (1996)
suggests certain personality attributes can compel leadership success and improve
satisfaction.
achievement. Bennis and Thomas (2002) contend a leader’s learned ability to adapt to
their success. Kambil (2010) conducted a leadership study and discovered five
59
perseverance, personal ethics, and confidence. The elevated role curiosity played in the
professional lives of those interviewed was considered to be a significant finding for the
better acclimate to the social dynamic of the organizational structure (Kambil, 2010).
university president? Fisher and Koch (1996), through their empirical study of
While a changing social and economic landscape may beg for differing results, earlier
less collegial and more distant; more inclined to rely upon respect than affiliation;
institution; more inclined to support merit pay; more thoughtful, shrewd and
calculating than spontaneous; more likely to work long hours; more supportive of
57)
phenomenological data analysis and how do they compare to the empirical research
Behavioral Theory
the Great Man assertion that leaders are born with a unique success-driven disposition,
60
trait theory then suggested leadership potential can be measured and analyzed.
some of the core beliefs rooted in behaviorism. The idea that a leaders’ behavior can
serve as a primary predictor in determining their influence further expands the notion that
individuals can learn and develop appropriate attitudes and actions that can compel their
relationship fostering, change facilitation, and passive or absent leadership behavior. The
Leader Behavior Description Questionnaire was developed for a study conducted at Ohio
State University over a ten-year span beginning in 1946. The survey entailed 150
amongst leaders. According to Saal and Knight (1988), findings supported the notion that
leadership was not based on inborn traits. Instead analysis of the data directly indicated
methods and strategies could be taught to improve leadership success. I was interested in
focusing in on both internal and external situational factors within an organization (Bass,
leader’s style and situational favorableness. He suggested situational favor involves the
61
amount a group accepts their leader, the manner in which tasks are managed, and a
leader’s exertion of power and authority. Hersey and Blanchard developed the Situational
categories were offered for analyzing leadership style within the matrix: directing clear
decision making; and delegating responsibility (Hersey & Blanchard, 1993). What stories
will students share regarding observations they have made of the presidency in differing
situations?
While there are several examples of differing contingency theories, another I find
House and Mitchell (1974). This theory focuses in on the follower and further views
leadership through the interaction between those leading and those being led.
Responsibility is placed on the leader to assist followers in developing behaviors that best
align with predetermined goals. Leadership success is therefore obtained when leaders
address obstacles affecting productivity and motivate others into believing they are
capable of excelling at their tasks (House & Mitchell, 1974). Of particular interest to my
study is discovering how students describe interactions with their president? How do
Through reinforcing the concept of shared value and collaboration Burns (1978)
transformational approaches to leading. Diverging even more from the effort of previous
researchers to describe management attributes of great leaders, the author ventured more
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into the dynamic relationship between leaders and followers. Burns describes the act of
leadership as “the reciprocal process of mobilizing, by persons with certain motives and
values, various economic, political, and other resources, in a context of competition and
conflict, in order to realize goals independently or mutually held by both leaders and
outcome based on self-interest: in the most simplistic form, a transaction between leader
interactive means of rewarding the follower’s effort. Incentive for compliance with a
leader’s request is motivated by a follower’s interest in receiving the reward. Value for
leaders to cultivate fairness and loyalty within the organizational framework. Emphasis is
placed on achievement of the directive. While leaders who can consistently “get the job
done” are considered successful, followers are the doers and play a minimal role in the
design process. With transactional interactions defined, I was interested in exploring how
collaboratively engages both leaders and followers, which can also result in an elevated
change and are perpetually negotiating their role with authority. Value is placed more on
process than outcome. Burns suggests these leaders are also learners. He contends, “Real
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leaders – leaders who teach and are taught by their followers – acquire many of their
skills in everyday experience, in on-the-job training, in dealing with other leaders and
their followers” (Burns, 1978, p. 169). At the core, transformational leadership moves all
participants away from self-motivated interests and immerses them in morality and
purpose. Leaders and followers work collaboratively to transform their purpose and goals
to best represent the group’s collective needs. How do students experience collaborative
techniques lies in the heart of their differences. Transactional leadership is the more
for linear authority. According to the author, results are often short term, situational, and
surface. Followers are only partially engaged with the process. More depth enters the
endure time as the relationship between leader and follower is more substantive. By
transforming the way a group functions, reward is shared and can lead to a contagious
realms of leadership helped me vet ideas and themes evolving from the data relative to
how students experience and understand the university presidency. Next my literature
frameworks.
64
Human Resource/Collegial, Political, and Cultural/Symbolic (Bolman & Deal, 2003).
designations as a starting point for further analysis. The frames serve as “maps that aid
navigation, and tools for solving problems and getting things done” (Bolman & Deal,
filtering the developing themes through a lens that further focused the student
observations.
The structural frame takes root in the early twentieth century work of industrialist
Frederick Taylor and German sociologist Max Weber which emphasized the benefits
associated with patriarchal systems based on a fixed division of labor and strategic
delegation of responsibility (Bolman & Deal, 2003). Often organizational rules, policy,
and expectations are formally represented in the system architecture through guiding
documents (Bolman & Deal, 2003). Leadership is mostly unquestioned due to an image
(Bolman & Deal, 2003) and “focus on the organization as an entity and ignore or
appropriate discourse.
65
The human resources frame is based on a systematic approach to investing in
employees by distributing authority throughout the organization (Bolman & Deal, 2003).
This collegial perspective promotes decision making through a democratic process that
seeks consensus to avoid disparaging group conflict and upholds common beliefs and
goals in relationship to the purpose, vision, and function of the organization (Bush, 2003).
empowering their achievement, and promoting their diversity (Bolman & Deal, 2003). As
a down side, this frame tends to be time consuming, overly normative, and can sometimes
The political frame embraces a concept that coalitions of people and groups
compete for reduced resources in a manner that culminates in an expected level of healthy
conflict. Power is an essential component in the political frame and emerges through
position, expertise, control of reward and resource, and coercion (Bush, 2003). Specific
organizational goals are determined through a process that promotes negotiation and
bargaining within the realm of a political arena (Bolman & Deal, 2003). Limitations of
the political model include a propensity for becoming submersed in conflict and negating
the importance of adhering to a more defined approach to decision making (Bush, 2003).
Political environments must be also closely monitored and can shift from dignified to
destructive (Bolman & Deal, 2003) with organizational goals often being ambiguous,
Cultural and symbolic models “focus on values, beliefs and norms of individuals
in the organization and how these individual perceptions coalesce into shared
vision, and values are ritualized both in celebration and ceremony (Bolman & Deal,
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2003). The frame often manifests as an artistic expression best representing a changing
culture by symbolizing expected norms (Bush, 2003). The cultural frame is susceptible to
overly emphasizing rituals while neglecting other organizational considerations and also
risks ethical dilemma by imposing values on others (Bush, 2003). Do students look to
their university president for vision or value? Applying the organizational leadership
frames with other leadership theory has helped to set the stage for supporting emerging
themes with applicable literature as it relates to how students experience and understand
between students and presidents leads into my discussion of current and former university
this interactivity? Are there presidential expectations that emerge from the student voice?
There will be more successful presidents when we are able to think more seriously about
what we need from them, and about the conditions that enable their success” (Hahn,
1996, p. 72). My research intent was to explore the evolving phenomenon between
students and university presidents through the lived experiences of the student
respondents.
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Types of Interactions
often seem worlds apart. The social distance continues to narrow with academic
executives dedicating increased effort to engage with students. Often presidents sanctify
early interface with parents and students by providing remarks at regional recruitment
events. The president regularly kicks off new student orientation with motivating
commentary and then follows up with a scholastic charge at the academic convocation.
fundraisers, pep rallies for sporting events, and other official celebrations. Students often
decision or requesting their compliance with an issue. From beginning to end, interaction
welcome address to students and parents as they first arrive to the campus and a
handshake or hug on the graduation platform signifies the full progression of the
academic endeavor. How do these experiences inform or shape the college experience for
students?
entertains a group of student leaders. A presidential stroll across campus may evoke
several brief encounters with students. The social networking paradigm continues to
communicating with their constituencies through online friend requests. Some students
serve on committees with the president, while others seek audience to convey difficulty
or seek assistance. Students can benefit from interaction with university administrators.
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Astin’s student involvement theory contends that students who are actively engaged in
their environment will increase their development (Astin, 1984; Kuh, 1995; Pascarella &
Terenzini, 2005). Will findings from this phenomenological inquiry into how students
experience the university presidency suggest any support for interactivity? Does the
connection between students and presidents influence students with their educational
journey?
Presidential Assertions
paced, highly demanding rigor that presents unforeseen challenges to their physical,
emotional, and intellectual capacities. Although the demand is relentless, the author
asserts many chief executives view the opportunity as the culmination of their
professional career. Of those who still find time and energy to compose retirement
memoirs, asserting engagement with students is a reoccurring theme (Brodie & Banner,
1996; Chace, 2006; Flawn, 1990; Kauffman, 1980; Pierce, 2012; Smith, 2009;
Trachtenberg & Blumer, 2008). Investigating how students understand and experience the
university presidency helped develop support for these assertions. While the presidential
commentary is not empirically based, it does demonstrate the need for further research.
His writing encourages other presidents to invest time and effort into acclimating with
Political skill will be desirable, but the indispensable ingredient of leadership will
be a sense of trust that the leader will do the right thing with what limited
discretion remains.
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To instill that trust means leaders will have to show they understand and are
committed to the values that people with the best motives can follow. (Kauffman,
1980, p.115)
accomplish this by better understanding their students. Keith H. Brodie who served as
chancellor at Duke University from 1982 to 1985 and then as president of Duke
University from 1985 to 1993 recalls “I got to know them –and their concerns-through a
number of avenues, both formal and informal” (Brodie & Banner, 1996, p. 81). Brodie
who describes the importance associated with presidents interacting with their students
suggests “as president, I am happy to say, I learned a lot about our students, and one of
the things I learned most about was their fervent commitment to voluntarism and their
determination to act according to the dictates of conscience” (Brodie & Banner, 1996, p.
82).
One of the roles associated with any form of leadership is decision making. Some
presidents look to their students as a source for information. Peter T. Flawn served as
president of the University of Texas at San Antonio from 1973 to 1977 and the University
of Texas at Austin from 1979 to from to 1985 and again there as interim president from
1997 to 1998. He advocates that presidents need to reach out to both involved and non-
involved students suggesting “you will be very pleased at how much you can learn
through frank and open conversation with this mixed group of students. You may not like
everything you learn, but this kind of exchange will give you information you cannot get
in any other way” (Flawn, 1990, p.104). William M. Chance who served as president at
Wesleyan University from 1988 to 1994 and Emory University from 1994 to 2003
furthers this concept by suggesting students play a pivotal role in shared governance. He
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contends “students have real political power on campus, particularly over what they are to
be taught… I learned that not only are students ‘customers’ or ‘clients’; they can also
become key participants in negotiations about the curriculum” (Chance, 2006, pp. 163-
164).
encourage my successor to have regular office hours for students and to attend their
(Trachtenberg & Blumer, 2008, p. 15). Upon more reflection he concludes: “talking to
and observing students became one of the most important and enjoyable things I did as
president” (Trachtenberg & Blumer, 2008, p. 15). Further advocating for presidents to
connect with their students, Janet F. Smith who has served as president at Columbia State
Community College since 2008 suggests “the connection between the president and
responsibilities, temperament, and strengths of the president” (Smith, 2009, p.15). In her
advice to presidents she goes on to recommend “as you stride through each day, walk a
hall, engage a student if no more than to say, ‘good morning. How are you today?’ It
makes a difference for the student, and it makes a difference for you” (Smith, 2009,
p.28).
She served as president at the University of Puget Sound from 1992 to 2003 and
recommends “one of the great joys of being on a college campus is the opportunity to be
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with and get to know students” (Pierce, 2012, p. 73). She also asserts that presidents
should reach out to all students with her statement: “when setting up meetings, presidents
should always ask, and insist that others ask, what voices other than the usual ones need
to be heard- that is, who else should be at the table?” (Pierce, 2012, p. 59). She further
should sit in the student section at athletic events and eat meals at the student
These assertions from reflective former presidents emerge from their frontline
experience and understand the university presidency, these declarations affirm that some
presidents go beyond valuing interactivity with their students. Examples in these memoirs
advocate that current and future leaders should consider developing connectivity with
students as part of their own presidential effort. As the interactivity between students and
university presidents has not been researched from either angle, this investigation focuses
Summary
underpinnings of the position, pathways to the position, the evolving role, leadership
theory, and presidential assertions. The literature review sets the stage for later analysis as
the themes that emerged through the lived experiences of the participants are vetted
through this literary lens. While the research presented in this Chapter creates a
72
peripheral foundation of knowledge surrounding the phenomenon it also demonstrates the
existing void in prior empirical investigation relating to the interactivity of students and
presidents. The literature reviewed in this chapter supports the need for exploring how
students experience and understand the university presidency. These were the research
areas and empirical findings at the onset of planning my investigation that I believed
were important to set my study in the context of existing literature. Later in Chapter Four,
I build upon and further define these connections to help focus the themes that emerge
CHAPTER III
METHODOLOGY
Research Design
describing the interactivity between these two important entities within the educational
environment. The involved student voice was at the core of this investigation as their
lived experiences shed light on this phenomenon. A qualitative strategy was chosen to
knowledge strategically motivates the research and guides every aspect of the study from
question to conclusion (Broido & Manning, 2002; Charmaz, 2006; Crotty, 1998; Vogt,
73
2007). This section outlines my study’s ontological, epistemological, and philosophical
tenets.
Ontology (the branch of metaphysics that studies the nature of existence or being assuch.)
exploratory effort and provides further rationale for strategic decisions regarding
selection of methodology, data collection, subject sampling, and data analysis. According
epistemology is how individuals have arrived at that knowledge; and methodology is the
ontological view that assumes the phenomenon being studied is complex where
contingencies are inevitable (Guba & Lincoln, 1994). I agree with Crotty’s (1998)
assertion “all knowledge, and therefore all meaningful reality as such, is contingent upon
human practices, being constructed in and out of interaction between human beings and
their world and developed and transmitted within an essentially social context” (p. 42). I
believe the way humans respond to the social environment is based on their own
perceptions and significantly affects future actions and interactions (Guba & Lincoln,
1994). These ontological assumptions helped to emphasize the lived experiences and
Epistemology
epistemology asserts knowledge is a product of the social context where meaning evolves
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from interactions with others (Crotty, 1998). Further support for constructivism is evident
in the aim of this project to explore the way in which student participants create and
understand meaning through their own social constructions (Charmaz, 2006; Guba &
Lincoln, 1994). According to Guba and Lincoln (1989) a study steeped (immersed) in
constructivism asserts:
interdependent
- the values of the researcher, respondents, research site, and underlying theory
A constructivist approach aspires to both discover and describe the unique nature
of those being investigated (Briodo & Manninig, 2002). This epistemological leaning was
fitting for my study and structurally placed the student voice at the center of the
discovery. The rich description of the participant responses guided my analysis of the
personally make meaning (Crotty, 1998) and acknowledged that the student participants
would likely convey multiple meanings surrounding the same issue (Creswell, 2009). The
intentionality of design helped guide this interactive experience with an emphasis placed
on the evolving story told by the participants. I strove to accurately shed light on how
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Philosophical Tenets (principles)
guiding where multiple realities may emerge creating complexity not easily measured.
Even further, the context specific interpretation is influenced by the values of all
(Locke, 2001). My research sought to explore the phenomenon surrounding how students
helped me construct the framework in which the study is designed (Broido & Manning,
undertones with belief that meaning is created through action and interaction. As one who
that combine to form a foundation for the continued evolution of thought and societal
trajectory (Corbin & Strauss, 2008). I believe truth is what individuals recognize as a
current worldview and new knowledge becomes useful in changing and further
developing what was previously recognized as reality. My goal was to get to the essence
of how students experience and understand the university presidency. The voice of the
Qualitative Discovery
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to focus in on the emotional responses and perceptions of the participants rather than
postpositive thinking and seeks to define knowledge through cause and effect
perspectives, qualitative research has emerged more recently with links to a constructivist
view (Creswell, 2003). This assertion claims meaning is developed both socially and
predictability (Pascarella &Terenzini, 2005), the inductive approach of this study sought
between the researcher and the participants the students were afforded an opportunity to
consciousness and experience (Crotty, 1998), my interpretive data emerged and was
collected through open ended inquiry and then analyzed in an evolving manner that
required me, as the researcher, to actively participate in the explanation of social meaning
richly detailed analysis that embodied student understanding of the university presidency.
generalization of results and study replication (Glass & Hopkins, 1996), my qualitative
research more applicably explored the depth of the phenomena to provide the reader with
77
2007). The flexibility associated with this effort enabled me, as the primary data
collection instrument, to probe for deeper meaning through continued dialogue with the
Phenomenology
Strauss and Corbin (1998) define methodology as “a way of thinking about and
studying social reality” (p. 3) while method is “a set of procedures and techniques for
gathering and analyzing data” (p. 3). I was deliberate in choosing a research methodology
that best aligned with my research interest. A phenomenological inquiry “is an attempt to
deal with inner experiences unproved in everyday life” (Merriam, 2002, p. 7). I chose this
interest was how students experience and understand the university presidency.
mathematician, Edmund Husserl (1859-1938) whose work evolved during the ideological
turmoil following World War I. Husserl advocated through his research that objects exist
independently and that observations and experiences involving these objects are reliable
profound understanding of the nature or meaning of our daily experiences (Crotty, 1998,
p. 25). Other researchers dedicated to furthering this method who appear in the literature
include Martin Heidegger, Alfred Schultz, Jean-Paul Sartre, and Maurice Merleau-Ponty.
Husserl’s work titled Logical Investigations was republished in 1970 and is considered
the primary doctrine for the movement (Crotty, 1998). Vandenberg (1997) suggests the
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Phenomenology is used extensively in research emanating from sociology,
psychology, health sciences, and education (Creswell, 1998). Through this method I was
“interested in showing how complex meanings are built out of simple units of direct
account of lived experiences from which “general or universal meanings are derived”
for this study, the following suggestions as outlined by Creswell (2007) and derived from
Moustakas (1994) were included in the design and served as a procedural map for my
project which explored how students experience and understand the university
presidency:
phenomenology
- data are collected from the individuals who have experienced the phenomenon
- the participants are asked two broad, general questions (Moustakas , 1994):
phenomenon?
- data analysis occurs through organized “clusters of meaning” and from these
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Sampling, Subjects, Access, and Setting
I purposefully chose the criterion for selecting research sites because of my future
towards the unique educational offering inherent to a small public university and believed
the personal propensity of the institution’s size enabled presidential leadership to play an
used for determining this type of site based on my experience working at a small public
university where interaction between president and students was somewhat common.
Criterion used for selecting research sites included choosing universities where the
president has served in that capacity for at least five consecutive years. These variables
each promoted increased consistency regarding student and president interaction and
ultimately led to the selection of two small sized, public, four years, and primarily
undergraduate teaching universities in the Midwest for research sites to explore how
sample size based on specific criterion, project do-ability, and to thoroughly seek
saturation of developing ideas. Progressively moving through a sample can help with
saturation occurs when “no new or relevant data seem to emerge regarding a category, the
category is well developed in terms of its properties and dimensions, and the relationships
among categories are well established and validated” (Strauss & Corbin, 1998, p. 212).
The total sample for this study could have involved up to 16 university student
participants chosen from two comparably small sized, public, four years, and primarily
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undergraduate teaching universities in the Midwest. Appropriate approval was obtained
from the Western Michigan University Human Subjects Institutional Review Board and
at both institutions used as data collection locations (Appendix A). Both sites had a
was not received within seven days, a follow up phone call occurred utilizing the key
participant sample as small as one individual and up to everyone within the organization
(McNabb, 2002). Boyd (2001) suggests research saturation can typically be attained with
“long interviews with up to 10 people” (p. 65). Based on my study’s single occurrence
participants. Once the initial sample was determined, I was prepared to broaden the
The welfare of study participants guided all stages of this project. Participants
received and acknowledged by signature a document which explained both the scope of
the project and outlined avenues available to them should they ever feel harmed by the
process. The document indicated a participant’s ability to cease involvement without any
81
participant chosen pseudonym from the onset of the project and did not represent any
other identifiers from that point on. Ethical principles linked to scholarly discovery
16 students from two research locations. The addition of criterion sampling, as suggested
by Creswell (2007), helped further focus my subject population and further promote the
only participants who: (a) had completed four or more consecutive semesters at the
university they were currently enrolled; (b) were involved in student organizations,
functions; and (c) indicated on the demographic questionnaire they had experienced, at
(1984) assertion that involved students tend to express a greater connection to the
institution, the first two criterion enhanced the probability that student respondents had
balanced blend of both student demographics and experience as the sample group was
chosen. These included academic major, sex, age, citizenship, and racial/ethnic
identification.
student respondents. This strategy attempted to best develop a sample where multiple
perspectives would offer both depth and diversity (Creswell, 2007) and where selected
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respondents were likely to provide information relative to the phenomenon being studied
(Maxwell, 2005). It had been my professional experience that involved students at a small
perhaps had increased exposure to experiencing the presidency. The students of interest
were involved with activities such as student government, student activities, clubs and
was to discover students who could speak to their understanding of the university
presidency. As previously suggested, involved third year and beyond students were
deemed to be more likely to have formulated some meaning surrounding the leadership
I next chose a modified snowball sampling effort to further connect with potential
participants. A selected student affairs administrator at each research location was asked
directed to students whom they observed as actively involved with university sponsored
extracurricular activities. Students receiving the email were asked within the text to
forward the information on to other potential students who met the criterion.
interested students to participate. My email message and flyer outlined the scope and
questionnaire (Appendix F) through the software questionnaire tool Secure Survey. The
online survey was managed through the Western Michigan University Information
Technology Department. Data was housed securely on the university server and was then
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questionnaire was used as a screening device to determine participation. The online
responded through email to those who completed the survey. For those who did not meet
the criteria I thanked them for their time and informed them the study was bound by a
narrow design and they did not match the demographic I was seeking (Appendix G).
Those meeting the inclusionary criteria were emailed to arrange a convenient time for an
interview (Appendix H). Participants received two reminders (four days prior and the day
before) of the interview arrangements (Appendix I). I scheduled interviews over a two
day visitation to each of the research locations. Participants were provided with the
informed consent (Appendix J) as a preliminary step to the interview which outlined the
purpose, eligibility, involved commitment, discussion of risk and benefit, and associated
confidentiality of the experience. The document was read over to assist with
understanding and any questions were answered regarding the process. A signed
response to any subsequent participant inquiries was prioritized to ensure their engaged
This study presented only minimal risk to those who partook because data was
transcripts which is also referred to as member checking. Respondents did not receive any
form of payment or service as compensation for their involvement with the research.
Participants may have benefited knowing they were contributing to a body of knowledge
that further informed concepts linked to the university student experience and presidential
leadership. All participant identifiers and responses were protected with the strictest level
84
of confidentiality. Pseudonyms were immediately applied at the time of consent to
information under the chosen cryptogram. All data was stored for at least three years in a
participant information to chosen pseudonyms was securely stored in a separate file and
respondents was reported in either summary format or their fictitious name if applied as a
direct quote.
Data collection for this project occurred through interviews designed to explore
the lived experiences of students who had interacted with a university president.
minutes. Interviewing is a particularly effective technique for collecting data about the
lived experience of participants (Van den Berg, 2005). Interviews were conducted with a
Although I had prepared open-ended interview questions with prompts to guide the
experience (Appendix K), exact wording and order remained flexible to best navigate the
interactive experience with each respondent (Merriam, 1998). I field tested the survey
protocol with five Western Michigan University students to ensure clarity with my
selected questions. If necessary, I was prepared to return to HSIRB with any significant
Interview times and dates were determined through the online scheduling tool
Doodle.com to best establish student availability and convenience. The setting for
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interviews was a confidential environment where students felt safe sharing without
distraction. Interviews were audio recorded for later transcription and analysis. To ensure
interview and asked to verify correctness, clarify any discrepancies, and further remark
on the inquiry.
patterns and describes the process I chose as I prepared for my investigation. The
identify with the data and to acquire a sense of each individual and his or
4. The interpretive meanings are arranged into clusters, which allow themes
substantiate them.
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6. The researcher produces a concise statement of the exhaustive description
go back through the significant statements, interpretive meanings, and themes in order to
address the stated concerns. (pp.48-71) It was imperative that as the researcher I
immersed myself in the data by repetitiously reading over the material as I prepared for
analysis (Marshall & Rossman, 2006). My data collection, note-taking, coding and
memoing transpired simultaneously from the onset of the research and a sorting process
(2002) suggests developing a map for facilitating qualitative analysis which influenced
Subscribing to this method, the following phases guided my early data examination for
this study prior to moving into two phases of clustering and coding. First, I reflected on
the data by stepping back to ponder the big picture as I reviewed the dialogue and then
moved fully into reading all material from start to finish. The next step of questioning
required me to begin making notes of interest as I reread the material in order to begin
of the student respondents. From these stories, I searched for comparisons in how the
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participants experienced the phenomenon; as meaning ultimately evolved from
Data collected through the interview protocol provided a rich depiction of how
students understand the university presidency. Hycner’s (1999) data analysis process
phenomenological reduction. The data reduction process began with open coding and
interpretive memoing where I suggested identifying words that best represented emerging
topics that might serve to form categories of meaning. This helped me determine
direction for further analysis. Next, I identified the salient points that developed within
the data to further shape the evolution of core topics. The following phase again required
coding and memoing but was more focused as I justified my evolving analysis through
connecting directly to the data for confirming and revising emerging topics and
redirecting those ideas to meaning units. The final stage required me to think deeply
about the evolving categories and search for alternative understanding prior to converting
the emergent categories into thematic units and using the themes to compose my
“pulling the data apart and putting them back together in more meaningful ways” (p.
163). Through this strategic puzzling, I hoped to discover how students experience and
understand the university presidency. Reaching the final stage of confirmed themes
is accurately identified and depicted (Marshall & Rossman, 1995). Creswell (2007)
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suggests numerous paths can lead to effective validation for researchers who seek parallel
enable future verification. Peer review of the methods and analysis occurred
considerations as I strove for accurate interpretation of the data (Guba & Lincoln, 1994).
members, fellow PhD. students, and colleagues in higher education were noted and
compiled for further reflection. Member checking occurred to allow participants to check
transcripts for inconsistencies and to serve as a platform for further clarification. This
process helps investigators “check their own subjectivity and ensure the trustworthiness
of their findings” (Jones, 2002, p. 469). Lastly, findings were communicated through
thick-rich descriptions. The unique voice of the student participants was at the core of my
findings to other settings (Creswell, 1998). My hope was to provide an accurate portrayal
Summary
social contexts and truth is experienced through a current worldview. I align with
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was discussed as an appropriate course for collecting data with several important
with more than four consecutive semesters at their current university could be selected to
take part in the research. Students were chosen from two small public universities in the
Midwest where the president had served in their current position for five years or more.
The purposeful decisions surrounding the selected sample, subjects, access, and setting
were outlined to demonstrate a focus for the project which aligned with my professional
interests and also aspires to contribute to the empirical knowledge base. The wellbeing of
the participants and integrity of process guided this dissertation effort. The process and
procedures utilized to analyze the data were presented in detail for later review and
possible research duplication. Lastly, in Chapter Three I discussed the strategies I used to
promote both credibility and reliability as I explored how students experience and
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CHAPTER IV
RESULTS
This study explored how students understand and experience the president in a
university setting. A void in previous research and literature explaining this phenomenon
between these two groups. Studying the underpinnings of how college students
experience and understand the university presidency revealed the importance students
placed on interactions with their president. A qualitative framework was used to design
analysis. The results are a culmination of the students’ voices and share a deep
perspective into their lived experiences. To study how students, experience and
primary questions:
Chapter Four presents findings that evolved from data collected through
interviewing a total sample of 10 involved students selected from two small public
universities in the Midwest. The interview protocol provided a venue for rich depiction
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of how students experience and understand the university presidency. Careful analysis of
the interview transcriptions allowed me to identify word and thought patterns which set
the stage for later theme emersion (Smith, Larkin, & Flowers, 2009). After reading each
units of meaning. This was accomplished by noting patterns in the way student
meanings which I termed “data buckets” developed from this effort and later led to the
Summary of Participants
from 10 face-to-face interviews with involved students attending two small public
Midwestern universities. Criterion sampling helped focus the population for my study and
further promoted the probability of reaching students who interacted with their president.
Strategically, I only included participants who: (a) had completed four or more
consecutive semesters at the university where they were currently enrolled; (b) were
university president.
The sample of five males and five females ranging in age from 19 to 22 proved to
identified with being Black and eight identified with being White. None of the
participants shared the same academic major which provided for diverse perspectives. Six
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of the participants meeting the study criteria were seniors and four were juniors. As
(Astin, 1984). The sample was well represented by involved students with a diverse range of
organizations were noted as participants detailed their involvement. The selected frequency
Variable n
Age
19 1
20 2
21 5
22 2
Sex
Female 5
Male 5
Racial/Ethnic Category
White/Caucasian 8
Junior 4
Senior 6
Academic Organizations 18
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Honorary Organizations 8
Greek Organizations 3
Participant Narratives
understand their university president. I discovered students who could speak to their lived
experiences with the presidency. The following descriptions are designed to help the
reader feel the essence of their stories. One of the secondary interview questions I asked
the students was what advice they would provide university presidents if given the
opportunity. Their responses end each participant description and are offered as a
in his senior year and his involvement includes both student government and academic
ranged from (1) no interaction to (10) regular interaction. He aspires of success and
looks at his involvement as a student leader as the conduit for his future professional
interests. He claims his president knows his name from being involved on campus. He
sees the president frequently around campus and asserts it is easy to get in contact with
him if necessary. He feels interactions with his president are meaningful and beneficial
and suggests being part of the process is awesome for a student. He believes his president
relies on involved students to accomplish things and then only steps in if necessary. He
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values the feeling of trust his president has in the involved students. He asserts it is
important for students to have a relationship with their university leader and thinks
presidents should demonstrate a fun demeanor. He believes the president is the chief
representative of his university and has the important role of designating action. He
values the advice his president provided him regarding the importance of delegating
visibility are the two most important considerations for presidents. Much of Benjamin
Terrell’s commentary advocates from the premise that student leaders are an important
With student leadership a lot of growth happens. I would say that student leaders
work very hard. We always have something to say and we always have input.
senior year and his involvement includes student government, academic organizations,
(5) on the Presidential Interaction Likert Scale that ranged from (1) no interaction to (10)
advocating on behalf of others. This passion often finds him interacting with his
president. He describes his president as a down to earth, caring individual and values
presidential open forums as a venue for ideas to be heard. He suggests his president has
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experiences relating to the direction of his university. He regularly observes his president
making an effort to connect with people and highlights his leader’s effort to listen and
acclimate to the views and concerns of students and staff. The characteristics he most
values in a president include a thick skin, desire to compromise, and the ability to
understand an opposing view. He suggests that having his opinions heard by his president
has helped him to grow as a student leader. The advocacy for providing opportunity for
student input was a reoccurring theme in his commentary. Calvin Hobbes offers advice to
presidents:
Stay connected with the individual faculty and students. Try and keep a view on
the big picture of what’s happening but also on the small details. A lot of the
responsibilities of the president gives you the ability to effect students at large but
there’s a lot of needs that smaller student groups have that can be met. Some
general advice is to keep an open-door policy, to make sure that you’re available
is in her junior year and her involvement includes academic organizations, honor
societies, and student life activities. She self-identifies as a (5) on the Presidential
Interaction Likert Scale that ranged from (1) no interaction to (10) regular interaction.
She attributes her personal development to campus involvement which also serves as a
source of excitement in her life. She is passionate about her school and believes her
president’s caring and approachable nature makes the campus experience easier for
students. She looks at her president as a role model and contends he inspires her
leadership. She describes feeling important when her president talks to her. She is
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impressed with her president’s intelligence and values seeing him regularly around
campus, noting that time together in an informal setting is great for students. She most
connects with the president’s approachability and dependable nature suggesting he does
what he promises. She believes presidents should be good listeners and successful at
resolving problems, furthering that students like to voice their concerns and have the
issues addressed directly. She believes her president represents the students and their
interests as important decisions are being made. She suggests her president has made her
feel important by talking to her and showing he cares. Charlotte Erickson suggests
presidents should look to students for clues to sustaining organizational achievement. She
advocates:
I think the most important thing is to look to the student side. I’d tell them that
one of their responsibilities is to listen to the students and figure out the problems
they are having or even the good things they think because then you can repeat
is in his senior year and involved with residence life, academic organizations, and honor
ranged from (1) no interaction to (10) regular interaction. He is an involved student who
loves his university and greatly values informal interactions with his president. He
differentiates between a perceived boring formal “suit” type perception that other leaders
have and his president’s effort to be involved with everything. Observing his president
say hi to students in the halls impresses him and he believes it creates a personable
culture for his university. He describes the campus community as lucky to benefit from
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his president’s leadership style. He values his president providing him with feedback and
suggests these shared interactions help him to feel safe and comfortable and further
promote campus feeling like home. He expects his president to make good decisions and
keep the university moving forward. The meaningful interactions he has with his
president are described as most important and he suggests they can make a real difference
The kids that don’t get out or aren’t involved, have just as much to offer – they
just might not be as outgoing. So maybe more of the focus on the kids who aren’t
involved needs to happen from the president’s office. If there is a connection from
the top level to the bottom level, retention rates might improve. I think that you
will find uninvolved students in different places. As far as sporting events and
different events, just being able to make connections outside of formal events.
junior year and his involvement includes student government, residence life, and school
spirit activities. He self-identifies as a (9) on the Presidential Interaction Likert Scale that
ranged from (1) no interaction to (10) regular interaction. He glows enthusiasm when
best. He sought out leadership opportunities in college to further develop his skills and
interests. He describes his president as outgoing and easy to talk to and suggests he
high level of involvement with students leads others to readily recognize him at events
and around campus. He suggests it is very easy to get in and talk to his president. He
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values the collaborative relationship his president has with student organizations. His
personal relationship with his president makes him feel important, and the president on
several occasions has provided him information and advice. He feels that if students are
involved and have a personal relationship with their president that they are more likely to
stay enrolled. He believes his president supports school spirit by being visible around
speaks to the value associated with presidents connecting with their students in a
really do appreciate when you give them the time of day to talk about anything. I
think that when you are reaching out to students, it shouldn’t only be about
accomplishing things; it should also be about getting to know them. That helps
build those relationships. Try and know as many students’ names as possible.
Katie is a 21 year old White female majoring in Accountancy. She is a junior and
her involvement includes Greek Life, academic organizations, and student life activities.
She self-identifies as a (5) on the Presidential Interaction Likert Scale that ranged from
(1) no interaction to (10) regular interaction. She is an involved student who enjoys
coordinating student activities. Her enthusiasm shines as she describes her experiences
planning events and seeing fellow students enjoy and benefit from her effort. She depicts
her president as a fun, likeable, easy-going person who has passion for her school and
encourages students to love their university. She values that her president demonstrates
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recognizable. The president’s goals and vision are important to her personally and she
believes he facilitates these both for the students and for the university. Katie values
knowing that she shares a similar passion for her school and suggests to presidents: I
think that anyone is involved because they like it and they are happy doing it. I don’t
think anyone that is involved is in it for themselves. True leaders love it. Know that we
are passionate about the school, just like you are. I think to be a
university president you have to enjoy the school you are working at and share
senior and her involvement includes student government and academic organizations.
She self-identifies as a (5) on the Presidential Interaction Likert Scale that ranged from
(1) no interaction to (10) regular interaction. She is an involved student that responds to
compelled her to contribute to her university through student leadership. She contends
although her interaction with her president is somewhat minimal, it is most likely more
than most students. She describes her president as friendly but seemingly a little
distracted. She conveys disappointment when she suggests the president has never
remembered her name and recalls being embarrassed when she held an event in her
president’s honor and he didn’t recognize her. It is most important to her that students
feel like they are heard by their president. She believes the ability to say the president has
reached out to you in some way is important to most students. She contends presidential
interaction has the potential to make students feel good and encourage them to get
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I would want presidents to remember that they wouldn’t be there without the
students and their job should be mostly about making sure you know who they
are, especially the leaders on campus because it is very important that you
acknowledge their work and understand where they’re coming from no matter
they wouldn’t have a job in the first place and that is something I firmly believe
in.
junior year and her involvement includes athletics, residence life, school spirit activities,
Likert Scale that ranged from (1) no interaction to (10) regular interaction. She is very
involved on campus and suggests involvement is the fuel that keeps her going. She seems
charged with passion and confidence when she describes the love she has for her
university. She loves sports and is a motivated athlete seeking additional balance through
being involved with other activities. Self reportedly, she enjoys being “in the know” and
offers that being involved motivates her and gives her purpose. She describes her
president as laid back, non-opinionated, and very approachable. She values that he knows
most of the student leaders on a first name basis and often sees him around campus giving
high fives and hugs. She contends the personal face to face interaction between her
president and fellow students means the most and suggests her president is approachable
and genuinely cares. She once asked the president to attend a function and he, to her
surprise and honor, offered his phone for her to check the date and input the event on his
calendar. She appreciates how her president makes important decisions while listening to
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and seek opinions from others. The interaction with her president makes college feel like
home, provides her with a feeling of importance, and helps her to feel connected. Pink
Disney appreciates the connection she experiences with her president and advocates:
Interactions are important. Go to a sporting event and sit in the student section.
When he comes to football games, he hangs out there. It’s noticeable and makes
you comfortable. Students feel like they made the right choice to come here
year and his involvement includes school spirit activities, academic organizations, and
Presidential Interaction Likert Scale. Skip Valley is an outgoing advocate for his
president as the coolest guy. He is continually impressed when his president walks by,
greets him with hello, and remembers his name. The fact that his president remembers
him is enduring and continues to come up in his commentary. Interaction with his
president has made him proud to be a student at his university and he contends this has
led to his increased involvement with campus. He believes the president sets a good
example for other members of the university community by being a good listener and
good care giver. He feels a president should be visible, kind, and understanding. He
values his president’s open office concept which puts the leadership front and center and
not hidden away. It is the informal interactions between presidents and students that he
advocates are most important. His comments often center on elevated support for the
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Although I think from a student perspective formal is important because he gives
his speeches every semester, I think to all students, informal ones are like a 10. It
junior year and her involvement includes residence life, school spirit activities, academic
Interaction Likert Scale that ranged from (1) no interaction to (10) regular interaction.
Her involvement distinguishes her as a student leader. The deep pride she has in her
university is conveyed through her heartfelt remarks. She views her president as a role
model describing him as a big kid. She believes her president cares about students and is
viewed by many as a friend and mentor who fits in well. She suggests that when a
president shares their goals that it helps students align and develop their own goals. Tracy
commentary. The interactions she has with her president mean a great deal to her and she
finds it inspiring that a person with such an important role can interact on such a relatable
level. She shares stories of her president randomly offering students congratulations for
their accomplishments and she believes this leaves a lasting impression. Her president has
influenced her view on leadership and she aspire to someday be a university president.
Tracy suggests students do have interest in university function and encourages presidents
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Need to know the mindset of the students. I don’t know if there is an easy way to
do that but I know that it is the most important part because it is about the
students. We’re the ones paying and we’re the ones keeping the university going.
I wish there was a simple way to make all the professional jumble into a more
understandable. The short and sweet version of the complicated strategic plan.
And if it is presented in a way that is simple I think that students would respond
better and be involved. I think that there is a lot that students don’t know about in
the business side and it would be cool for them to see. I think if a lot more was
presented to students as goals it will give the students more connection because
Emerging Themes
Engaging with the data in a meaningful way was a calculated effort. As suggested
depth of description, usefulness, and a reflexive connection to the data. Saldana (2013)
manual served as a planning tool as I mapped out my plan for analysis. With my inquiry
participants, I involved four methods for my initial coding cycle: attribute coding,
emotion coding, value coding, and narrative coding (Saldana, 2013). Each coding method
resulted in a different look at the data. Attribute coding organized data through the
separate research sites and the way the participants responded to the initial Presidential
Interaction Likert Scale found on the demographic questionnaire. Emotion coding linked
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me back to my field notes where I reviewed and linked observed sentiments and reactions
noted during the interviews. Value coding combined similarities in belief statements and
helped me to think about and formulate the verbiage used for clustering the data. The
final first cycle effort was narrative coding which enabled me to step back and review the
an ongoing process of negotiating feedback loops (Richards, 2009). This process found
me immersed in the data, learning and then clustering concepts, seeking feedback from
others, revisiting the data, revising the clustering, and then repeating the process often
several times over. Memoing helped me make sense of the input I was getting and
directed my focus with the coding process. I utilized two second cycle coding methods
outlined in Saldana (2013): pattern coding and focused coding. Pattern coding
encouraged me to reexamine the initial codes to identify patterns and relationships which
then led to assigning category clusters or data bucket labels. I then vetted the developing
data composition through focused coding and identified both significance and frequency
of the codes renegotiating the clusters into a more succinct representation of the data that
captured the integrity of the students’ experience and understanding of the university
presidency.
Data Coding
study. I repeatedly reviewed the initial groupings of meaning through the context of the
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overall meaning with the developing clusters. These groupings were originally organized
Informed, Recognition, Involved, Interaction, Care, Home, and Other. The clustered
response frequency from the original coded clusters is presented in Figure 3. Response
frequency charts were updated with each new cycle of coding and cross referenced as the
Participant
1 2 3 4 5 6 7 8 9 10
totals
Interaction 6 10 7 8 12 6 7 12 10 5 83
Leadership 7 6 5 4 6 7 2 7 7 10 61
Involved 5 5 4 3 4 2 2 3 2 1 31
Visibility 5 2 3 5 3 2 5 1 0 3 29
Empowerment 7 3 2 0 6 3 1 3 1 1 27
Approachability 2 5 1 1 4 1 1 0 0 0 15
Coded
Pride 2 4 2 2 1 0 0 0 0 1 12
Cluster
Informed 1 0 3 0 1 0 2 1 1 0 9
Care 0 0 0 0 0 0 0 1 4 3 8
Home 0 0 1 0 0 1 1 2 0 1 6
Other 2 2 0 0 0 1 1 0 0 0 6
Participant Recognition 0 0 0 1 0 1 0 0 0 2 4
Pseudonym
Coding for Table 2
1-Benjamin Terrell 2-Charlotte Erickson 3-Graham Dempsey 4-Katie 5-Justin Time
6-Lola Peppers 7-Pink Disney 8-Tracy 9-Calvin Hobbes 10-Skip Valley
As suggested previously, the data was further refined through numerous first and
second cycle coding efforts. The developing code clusters continued to change as data
was refined through a differing strategic lens. The primary 12 coded clusters were further
the emergence of three core themes describing the phenomenon of interest. The three
themes that evolved through the data relating to how students experience and understand
president. The essence of this theme relates to how students experience the university
campus. Visibly seeing their president interact regularly with others provides students
having a sense of knowing who their president is. Students suggest the shared informal
interaction with their president leads to increased organizational knowledge and for some
their president and their perception of key presidential leadership responsibilities. The
essence of this theme describes how students understand the university presidency.
appreciate having access to their president and find comfort and confidence in reflecting
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compassion and vision. This is further defined by the students as their president’s genuine
concern for all and his propensity for motivating organizational achievement.
The third theme meaningful impact from presidential interaction describes the
student impact experienced through the interactions with their university president.
Participants value their president knowing them by name and describe interactions leave
them feeling important. The essence of this theme is developed in the influence students
experience from the phenomenon. Lasting memories are formed by the participants when
their president recognizes their effort and accomplishments. Students are inspired to
become more involved and describe feeling an enhanced connection to their university.
aspirations. The following discussion is designed to clarify and support the findings of
this study. Direct quotes from interview transcriptions are offered to best represent the
lived experience of the participants and highlight, through their own voice, how they
Commentary and shared experiences regarding the formal and informal interactions the
students had and observed others having with their president gave light to emerging
categories for defining the themes. Respondents shared observations of their president
around campus, in common areas, and at functions while also commenting on the
meaning formed from this visibility. Lola Peppers added value to this theme by
suggesting:
meetings and travel, make sure you take time to be seen around campus and not
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just in your office up in a corner somewhere. Make sure you’re out on campus
interactions, and recollections of their president connecting with other students. They
I see him out and about on campus, which is another thing I like about him.
Especially in the fall when it is nice outside, and a lot of people are outside, I
always see him out and about every week. He walks through the courtyard and
says hi to people.
their university president. Pink Disney offered additional commentary comparing formal
I think the informal interactions are more important. At formal events he has to
interact and answer questions but informally just walking around or riding his
bike around campus he doesn’t have to talk to us, but he does because he cares.
He will joke around with the students like he is their best friend but then in other
situations he will guide you through it like he’s your mentor. He’s very relatable
and works to fit in on a college campus. My grandpa was joking around with me
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and asked if I knew the president and I told him that everyone knows him and he
kind of looked at me funny like not everyone knows their president. It was just the
fact that he has a mindset of “I’m here for them” - real compassion.
and contended:
That should be one of the primary things they set out to do. You wouldn’t believe
how happy it makes people feel to say they interacted with the president. It’s very
important to students to have the relationship with the leader of their school.
interaction. This is accounted for through participant stories relating to their appreciation
for presidential visibility, value through access to the president, and promotion of pride
knowledge, and some describing the president as a mentor or friend. Participants further
defined interactions with their president through sharing a sense of importance associated
in their university leading to the campus feeling more like home. Tracy recollected: His
mindset of the culture of (University) of keeping it home and making it a home, not your
home away from home but your actual home. I’ve gotten to the point where I visit my
parents and then I come back home. The mindset he has of wanting students to feel
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connected feel as connected as possible definitely has made it home for me and
Should be seen. It is easier for him because we are such a small university but it
would also be easy for him to just sit in his office and then go home. He doesn’t
have to hang around campus past 4:30 but he’s there. He’s approachable and he
genuinely cares about the students and what is going on around campus. It makes
it home.
The majority of the respondents discussed how interaction with the president
increased their knowledge of both the university direction and organizational goals.
Calvin Hobbes pointed to the foundation of this sentiment when he stated “I expect them
to lead the university and to give us a sense of vision and to guide us into future years.”
Tracy further supported this sentiment when commenting on her president’s top priorities:
“Making the students aware of what the university’s goals are because then it helps them
described their president as a friend and or mentor. Justin Time spoke to the benefit he
got from having regular meetings with the president and offered:
He always has a lot of good advice for me. One of the things that was stressed in
the meeting I just had with him was keeping him updated on what needed to be
how students experience the university presidency. It established that students appreciate
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informally interacting with their president. Students also value knowing their president
and observing him in informal settings throughout campus. Students describe feeling a
compassion and vision will now demonstrate what students believe are important
presidential characteristics and key leadership responsibilities. The theme captures how
how they perceived the leadership of their university president. The voice of the involved
student gave life to and defined this theme. Ideas emerging through analysis included
participant commentary regarding the personal characteristics of their president and their
relating to successful presidential leadership. Katie captured this theme when she
suggested:
If he is happy to work here and be here then why wouldn’t the students be? I
know he almost took a job somewhere else but he stayed because he loves it so
why wouldn’t the students love it? He’s passionate about it and I think that has
they believed were most important. Students found it significant that their president
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model likeable characteristics and be available. The manner in which participants
described traits centered on presidents serving as a role model, being good listeners,
offering diplomacy, being approachable and kind. A reoccurring statement suggested the
involved students believed a university president should serve as a role model and share
passion for their university. Charlotte Erickson directed this idea with her statement “I
was a genuine interest in listening to the needs of their students. Skip Valley offered “A
president should be a really good listener and a really good care giver.” Charlotte
Erickson added through example “He didn’t make me too nervous because I felt like he
was actually listening. Then when he asked me questions he kind of smiled with it so I
The majority of the participants also advocated that diplomacy, compromise, and
follow through with student needs and suggestions were vital characteristics for
He cares about the university and the constituents. I think he is a very good
has to be able to compromise and to see where different sides are coming from,
even if they disagree. I think that’s definitely one of the more important factors,
being able to understand at least where other sides are coming from and giving
approachable, relatable, fun, and genuine. Students expressed pride in knowing they
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could easily interact with their president. Benjamin Terrell asserted, “I want to be able to
just go up to the office and say hi. I don’t want to deal like you have bodyguards around.”
Pink Disney offered, “President (Name) is very laid back. He’s not opinionated at all and
very approachable. You can always see him in the hallway and he talks to you or gives
Just the sense that the administration does care about the campus community that
colleagues at other universities that their administrators simply are not available
to students. The things that he’s doing here really show what he is about.
He supports everybody on everything. I don’t know that much about him like
what religion he is or anything, but I know with his title and position he shows
how much he cares about everyone. Not him but others might think they are stuck
up because of their position but he always is very kind and very understanding. I
imagine other university presidents, the more prestigious they are, the less
participants described a view of their president managing dual roles and navigating
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between university business and attention to the students. Lola Peppers conferred with her
statement:
I understand that there is a lot more that goes on behind the scenes than what
people know and that he, in addition to, running the university and making
decisions for students, he also travels to political engagements and tries to fight
for lower tuition rates and tries to get us financial help throughout the year.
Participant response echoed expectations relating to the need for their president to
champion goals for their university. Katie furthered this idea by suggesting:
As a President, even as a small organization President, you have to have goals for
the organization. The President is an overseer, but they have to direct people and
motivate the people below them to take the organization in a new direction. You
Participants described recognizing that the president was responsible for organizational
staff and resources. Some of the student stories involved observations of their president
They have a responsibility not just to the board that oversees them but also to the
community around it and the different constituencies within the university. They
have a responsibility to really shape the vision of the university and to try to bring
others into that and really improve the university in any way they can. One of the
overriding goals should be to leave the university in a better place than where
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they came into it, at the end of the day that should be something that’s important
to them and that should be how they measure the standard of their work.
explained how students experience their presidents, the second theme understanding
diplomacy, compassion, and vision. The students advocate that having easy access to the
president is important. The third theme meaningful impact from presidential interaction
describes the influence on students resulting from how they experience and understand
interactions with their university president. Examples involving the impact of lasting
impression are signified through members indicating value in the president knowing
them, memories of the president congratulating them, shared interactions leaving students
feeling important, and witnessing their president encouraging student involvement. Most
remembering them with an emphasis on the president knowing their name. Justin Time
It makes me feel important as a student. But not only that, it makes me want to
have other people get to know him. If you know somebody great, you don’t want
to be selfish and not let other people get to know them. Other people get to know
know him. Obviously, all students have different opinions on things and different
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wants/needs and views on what can be done differently. If we expand that
relationship to many different students, he is going to get a lot more input and that
perceived herself as the benefactor of her president’s compassion. She understood the
When I got the Student of the Year, he was the first email I got, and it was at 1am
on a Sunday. Tears. I was just totally shocked. It took me two days to respond to
him because I couldn’t put into words what to say or how to respond to him. Just
amazed that he could take that time to put his thoughts together and that he stayed
up until 1am just to tell me that he knew and congratulate me. That definitely had
a big impact.
Justin Time experienced his president in a manner that enabled him to feel
important. The happening also helped him come to the recognition that his president is
Attending his white elephant gift exchange at his house. Not a lot of people can
say they have been to the president’s house. So, I thought that was pretty cool. It
made me feel important as a student and that my opinions are actually valued. We
were there and he actually spilled some red pop on his white carpet and about five
minutes after we got that all cleaned up, his wife spilled something. It was funny
because it was obviously a nice house and all us students were worried about
breaking things or touching things and then they are the ones that make a mess.
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To be invited to something like that really makes me feel like he wants these
discourage students. While she valued presidential interaction, she was disenchanted to
My strongest memory would be the first time I met him which was at a
recruitment event. He shook my hand and asked me where I was from even
though I was working it. He took an interest in me as a person and gave me a pat
on the back for doing a good job and it really seemed like he appreciated we all
were there. At first it was a really big impact because it made me feel important
but then I saw him and again and he didn’t remember me and then again he still
didn’t remember me and just walked by me and didn’t recognize me at all. If you
ask someone their name once or even twice, after that maybe even if you
recognize their face, just acknowledge them and not ask their name again because
Many participants described having an impactful memory that stemmed from their
president offering recognition and congratulations. Tracy recalled “Everybody else just
said thanks but he wrote a genuine thank you and was excited to tell me he was proud.”
Students shared other lasting impressions evolving from interaction with their president.
He came to see it and he stayed for my presentation that was really cool he came
back the next day when I went to semifinals. He wrote in a Presidential letter that
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mentioned all three of us actually won first place in all the categories – so that he
All the student leaders interviewed suggested that the relationship they had with
their president left them feeling important. Adding additional support to the lasting
impression university presidents can have on students, one of the participants asserted
that experience interacting with a president can impact less involved students by
encouraging them to get more involved. Lola Peppers suggested “I think that any
engagement with the president and acknowledgement of how they work could get an
uninvolved student involved. Even just talking to them and offering advice could
motivate.”
Most of the involved students also described a personal influence evolving from
presidential interaction. Members provided support for this impact through examples of
their president personally inspiring their involvement, student leadership growth through
having their opinions recognized, an enhanced connection to the university, and the
relationship with the president impacting the student’s leadership aspirations. Charlotte
Erickson described the inspiration that evolved from her relationship with her president:
It’s not like I’m star struck but (President) is really important and it is cool to tell
people that I know him. It is a nice feeling and that way and I think it is important
because I am really passionate about my school and when you can see the
administrators and faculty that are also passionate about it and they’re out in the
community and not just up in their office doing their own work, they actually care
about the students and they’re around and approachable and it makes it so much
nicer to be here.
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Skip Valley made meaning of the experience he had interacting with his president and
asserted:
working with him through the stuff I have gotten more involved with admissions
and I give tours and I tell the students what I think and that I have had all this
Some of the participants suggested that connecting with the president and having
their own opinions recognized or validated provided opportunity for involvement and
Me personally, it helps put me at ease because I know at the end of the day,
regardless of what happens, that the student voice was heard. Kind of also in a
professional way, it helps me grow as a leader by being able to talk with them and
offered:
Being able to say you go to a university where you can say that the president has
reached out to you in some way is very important to a lot of students. It makes
them feel like students aren’t just there to go to school, it makes them feel like
they are encouraged to be involved and they’re encouraged to get to know people
experience through interactions with their president suggesting the interactivity created an
enhanced connection to their organization. Justin Time talked to the sense of belonging
and suggested:
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In this position as a peer adviser, to get students to come back to make students
feel like they belong and are safe, I feel like it is important for them to build
connections with people that they feel are important. Obviously, the president of
the university is way up there. If students are able to build connections with these
Charlotte Erickson furthered this sentiment and offered the following consideration:
Having close relationships with students is a good thing. It makes the students feel
more passionate and happier to be at the school. Anytime anyone asks me about
(University) I tell them to come here because it is the best school ever. The closer
I am with everyone on campus, including the president, that’s just one more thing
Some of the participants suggested their relationship with the president influenced
their leadership aspirations and practice. Charlotte Erickson reflected on her president’s
popularity and asserted “If they know him, they love him. If they don’t know him,
they’ve heard good things about him so I think he is a good role model and somewhat
When we sat down for my meeting last semester, it was my first meeting for my
term. He gave me such great advice and he told me that he understood I like to do
Looking back, that’s where that came from. He helped me understand that I
couldn’t do it all and I would have to designate and if things do get too rough he
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The first two themes value experiencing informal presidential encounters and
students experience and understand their presidents. The third theme that emerged from
the data meaningful impact from presidential interaction depicted influence the students
experience from the phenomenon. Participants indicated value in their president knowing
them by name. Students expressed a feeling of importance when they reflected on their
participants who received recognition from their president. Students were inspired to
become more involved and became more connected to their university. Interaction with
presidents are charged with leading these complex learning organizations. Student and
presidents are therefore key groups within the educational environment. Investigating the
phenomenon that exists relating to how students experience and understand the university
presidency is at the core of this research project. I set out to make meaning of this
unexplored void in the scholarly literature. To accomplish this task, I posed two main
questions designed to not only serve as a procedural map for the investigation, but
moreover to structurally search for meaning through the lived experiences of the students.
The following relates my findings to the research questions in an effort to describe the
My first research question cut to the core of interactivity between students and
presidents. When first discussing a design for my research endeavor, several higher
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education practitioners suggested students would likely have limited input to represent
I managed for this possibility and identified a sample of involved students who could
phenomenon. This process helped me obtain, analyze, and describe data to accurately
represent the first-person students’ point of view (Husserl, 1931). To this end, the student
voice in the following excerpts represents how students experience and understand the
through these interactions they most enjoy experiencing their president. They observe
him walking around the university engaging with others. They see him sharing time,
space, and spirit at sporting events. He is observed riding his bike through campus. The
participants feel the leadership presence of their president. The informal interaction they
experience with their president enables them to feel like they know him more as a person
than as a figure head. This humanizing perspective is important to the students and
provides them with perspective relating to the person behind the position. Students
describe informally experiencing the president as a conduit for learning more about their
university. Calvin Hobbes experienced his president’s likeable characteristics and valued
his availability. He understood the presidency to have responsibility as both manager and
visionary and appreciated organized opportunities for interactivity between students and
president. He offered:
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I guess my strongest memories of him are at the open forums. I think that is where
we really see him as a person and not just someone from the third-floor
administrative office. He’s joked with students and he’s really shown that he cares
about those things. In terms of me, my interactions with him at the open forums
compassion and vision. They understand their president through observations of his
demeanor and decisions. These experiences provide students with perspective on what
they believe to be important personal characteristics of their president and their key
compassionate and function from a foundation of genuine care and kindness. Students
their ability to engage others in shared governance. Students value access to their
How Does This Inform or Shape the College Experience for Students?
My second research question delved into the meaning and impact associated with
how students perceive and experience the presidency. As previously represented, several
reflected on influential memories with their president indicating the interactions leave
them feeling important and make a difference in their college experience. Students
describe being motivated by their president to become more involved with their
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Charlotte Erickson reflected back on an encounter she had with her president at a
progression as she ultimately arrived at the impactful assertion that the experience
I was excited because the president was spending his Saturday with us and he was
helping us, putting his time into the program, and it seemed like he was enjoying
made me feel important and that he cared, and it made me feel good about the
university as a whole because it seemed like the president cared and it made it
seem like a great place. I think it had a positive impact on me. I think it inspired
The students describe meaningful impact from presidential interaction and place
value on their president knowing them by name. Lasting memories are formed by
students who receive presidential recognition for their effort and accomplishments.
Students indicate that stories involving cherished presidential interactions are shared with
other individuals and celebrated as uniquely important occurrences. The experience and
understanding students have relating to the presidency enhances their connection to the
university.
Summary
In Chapter Four I present findings that describe how students experience and
design and analysis. My research decisions purposefully aligned with strategies designed
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to investigate the lived experiences of the students I interviewed. I provided a narrative of
representations. I discussed the data coding cycles and feedback loops which directed my
effort to navigate the process. I outlined the emergent process utilized for advancing idea
clusters into developing themes. The evolving themes and their supporting foundations
the formation of three themes. The three themes that evolved through the data relating to
how students experience and understand the university presidency are value
through compassion and vision, and meaningful impact from presidential interaction. I
conclude Chapter Four by merging my study results with my research questions to focus
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findings and provide explanation as to how students experience and understand the
university presidency and how that understanding impacts their college experience.
CHAPTER V
DISCUSSION
the university presidency. I was interested in discovering how students describe their
interactivity with their president. This offers relative insight for researchers, academic
research intent was for study findings to augment the body of knowledge surrounding
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college students and university presidents. The lived experiences of 10 involved student
participants from two, small, public, Midwestern universities were captured through face
to face interviews, categorized into 12 original cluster groupings, and then further
distilled into three emergent themes. This Chapter weaves together the literature and
findings, discusses practitioner-based implications, and makes a case for future research.
the study within a framework of existing publications involving both students and
student development theory, the historical underpinnings of the presidency, the evolving
presidential role, and leadership theory now serve as the collective lens for vetting my
findings. Relative literature is utilized to help develop meaning around the themes that
emerged in this study. While previous research has not directly explored how students
experience and understand university presidents, highlighting parallels in the findings and
implications.
encounters speaks to the way students experience the university presidency. Findings
parallel the research-based assertion that influential student development evolves from
Student involvement refers to the quantity and quality of the physical and
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participation in extracurricular activities, and interaction with faculty and other
As suggested, student involvement and demonstrated interaction with their president was
at the core of my research project. Many participants in my study attributed some of their
student involvement to inspiration evolving from interactions with their president. Pink
Disney was vocal in expressing this sentiment. Astin’s (1984) theory also suggests the
more a student becomes involved, the more exponentially they connect to the
organization and gain from the experience. Similarly, respondents in my study who
purported extensive encounters with their president also described much connectivity to
their university.
Kenny (1990) describes the benefit college students experience from increased
parental attachment and stable family ties. Student participants in my study similarly
shared stories describing close affiliation to the university and feelings of stability
stemming from their attachment to and encounters with their president. Similar to the
indices used for Kenny’s (1990) research, many of the participants I interviewed
demonstrated confidence through assertiveness and also shared well defined career
aspirations. Some even described a feeling of family attachment to their university. This
and the attachment benefit associated with study findings linking the value my student
As suggested by Strauss and Volkwein (2004) persistence and graduation rates are
study attributed a greater sense of connectivity through knowing and interacting with
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their president. Many shared stories that highlighted appreciation of their president’s
student involvement, and compelling growth (Strauss & Volkwein, 2004). Presidents can
lead the charge for greater student connectedness and set an important example by being
that impacts their involvement and retention (Astin, 1999). My study indicates
showed elevated value in the informal interactions with their president. Several students
expressed appreciation in observing genuine and honest connectivity that was compelled
although referencing social networking, Mazer, Murphy, and Simonds (2007) found that
teachers who personalize their online image through the use of humor, stories,
effective. These parallels in the findings suggest that presidents can utilize encounters
with their students to develop positive impressions and encourage a strengthened sense of
belonging.
leadership through compassion and vision, centered on how students understand the
presidency. My findings compared to some of the effective teaching and mutual exchange
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contact, encouraged cooperation, and high expectations were noted throughout my data
analysis. Chickering and Gamson (1987) suggest that frequent contact with students is the
was present in my study confirming that some of the students believed interactivity with
their president helped them reflect on their own values and leadership effort. Benjamin
Terrell described this sentiment several times relating his own leadership achievement
discuss and debate ideas was viewed by the students as an effort to promote collaboration
and a deeper understanding of issues. Chickering and Gamson (1987) described the
organizational benefit associated with staff holding high expectancy of themselves and
extending that same expectation to students. My study found evidence that participants
felt compelled to excel in order to align with what they perceived as their president’s
expectations.
characteristics and being available. All the students I interviewed suggested their
president was successful in his position. This finding aligns with literature relating to trait
and personality research. The manner in which my participants described traits focused
on presidents serving as a role model, being good listeners, offering diplomacy, and being
both approachable and kind. This aligns with Bass’ (1996) suggestion that certain
personality attributes can compel leadership success and improve organizational function
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research of educational executives by Fisher and Koch (1996) suggested effective
presidents are “less collegial and more distant; more inclined to rely upon respect than
affiliation” (p. 57), my findings indicated students value connection, compassion, vision,
and availability.
The stories told by my participants indicated that they understood their presidents
to be making an effort to interact and learn more about student views. Kambil (2010)
contends a leader’s inquisitive disposition can help them to better acclimate to the social
dynamic of the organizational structure. Whether the president’s effort stemmed from
leading vision. Numerous participants described a view of their president managing dual
roles and navigating between university business and attention to the students. Participant
response echoed expectations relating to the need for their president to champion goals
for their university. The majority of the involved students I interviewed spoke to their
manager and as a visionary. This supports Fincher’s (2003) suggestion that presidents are
expectations relating to their president advocating goals for their university. House and
Mitchell (1974) describe the way goals are achieved through the encouragement and
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support of leadership. The Path-Goal Theory of Leadership they discussed clarifies the
path for followers, removes any roadblocks or obstructions to achievement, and increases
the reward as the effort progresses. Four types of leadership were outlined in House and
Mitchell’s (1974) research that parallel stories of how students experience and understand
the university presidency. Supportive leadership aligns with students perceiving their
president as compassionate, friendly, and fun. Directive leadership is noted when students
describe their president providing guidance and giving direction. Participative leadership
is linked to students appreciating opportunities to provide their president with input and
participants’ stories suggesting their president challenged their best effort and believed in
Ties to two leadership frames seemed to persist in the lived experiences of the students
I interviewed. Bolman and Deal (2003) define the political frame as strategically structured.
Looking at my study’s findings through this lens connects similarly with student stories where
the focus is on involved students vying for resources, building coalitions, and managing
conflict. Some of the students I interviewed shared their understanding of the president’s
authority and discussed their appreciation for having an opportunity to compete in the
interaction to advocate on behalf of his fellow students and to help direct support of student
issues for aligning resources accordingly. The symbolic frame represents an organizational
culture where the focus is more on the institution’s spirit, soul, and meaning and less on rules
or authority (Bolman & Deal, 2003). Many examples were present in my data connecting to
this frame and demonstrating how presidential interaction enthused school pride and
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encouraged greater involvement. Tracy was most vocal about her understanding of the
My third theme emanating from the data, meaningful impact from presidential
interaction captured the essence behind how experiencing the university presidency informed
or shaped the college experience for the students. Perry (1970) asserted that college students
transition through nine positions which are grouped into four categories which represent a
student’s cognitive development and attitude towards knowledge. Many of the participants in
my study described a coming of age relating to their own pathway to student involvement.
advanced. More involvement in most cases was believed to lead to more interaction with
their president. Charlotte Erickson was shaped by a deep admiration for her president and she
qualified the resulting impact as both role modeling and inspirational. Perry’s (1970)
into procedural knowledge and then onto constructed knowledge. Each level represents a
cognitive processing that connects with the cognitive knowledge level where knowledge is
meaning. Students in this phase gravitate toward commitments, explore issues relating to
that they believed originated from or at least was championed by their president. Stories
elevated level of motivation through their connection to each other and to their president.
Justin Time was most vocal in his discussion surrounding a sense of community. This
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corresponds with Summers and Sviniki’s (2007) findings linking higher student motivation to
with their president. Participant stories often included impactful examples where their
president offered them congratulatory praise. Some of the students explained presidential
interaction as transformational and provided instances where the interactivity left them feeling
important. Although Lola Peppers’ expectation to experience a deeper connection with her
president was not met, she still advocated on behalf of the transforming influence of the
the organizational process. Bass (1990) asserts that through vision and demeanor leaders can
transform organizational cultures and motivate common goals. My study’s findings paralleled
his assertions and provided impression based examples of students experiencing intellectual
through interactivity with their president (Bass, 1990). Likewise, the students I interviewed
shared statements demonstrating the trust, respect, and admiration they had for their president
influence stemming from interaction with their president. This aligns with Kuh’s (1995) study
that explored the influence of extra-curricular experiences and found that student leadership,
peer interaction, and staff contact contribute to valued college outcomes including
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interpersonal competence, practical competence, cognitive complexity, knowledge and
academic skills, and humanitarianism. Several of the students in my study provided support
for this influence through examples of their president personally inspiring their involvement.
Many of the involved students described an impactful difference in the college experience
organization.
president influenced their leadership aspirations and practice. Tracy and Benjamin Terrell
that interest to the experience and understanding they gleaned from interactions with their
president. Erickson (1968) asserts in the sixth stage of his identity development theory,
intimacy versus isolation, that it is critical for young adults to develop close relationships
with other people to understand and replicate a process involving commitment. Tinto
leading to institutional departure. One of the three areas suggested as important to student
persistence is a student’s integration into an academic and social system while attending
college. His research also supports the lasting impression and impact that evolves from
interactions with faculty and staff (Tinto, 1993). Justin Time reinforced this assertion
when he shared his belief that being involved and experiencing presidential interaction
helped to keep students enrolled. The participants I interviewed all demonstrated strong
connectivity to their university and their stories aligned with evidence indicating
integration in both academic and social systems benefited their academic persistence.
experiencing from presidential interaction can be further viewed through the student
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development lens. In addition to Astin’s (1984) assertion that positive educational outcomes
come through significant connections, Pascarella and Terenzini (2005) discuss college impact
models that incorporate variables found to impact behavior and encourage development. A
theme in these models represents institutional traits and campus ethos which are directly
linked to the way students experience and understand their organization. Participants in my
study provided stories connecting interactions with their president to impactful sentiment
Charlotte Erickson offered how her president served as a role model and inspired her own
thinking.
personal identity outlines seven vectors that share links with the participant commentary
collected in my study. The following connects the lived experiences of the students I
interviewed with characteristics from each vector. Some of the participants in my study
involvement in college. This led to what they described as bigger picture thinking and
increased interaction with others. Skip Valley suggested he had never been involved with
extracurricular activities prior to college but his participation grew exponentially and was
their own emotions and reactions to changing campus environments. Calvin Hobbes was
a vocal supporter of open forums where concerned students could engage the president in
discussed valuing interdependence as a building block to their success. Katie shared how
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the reciprocal interaction she experienced with her president and other involved students
helped her determine her career aspirations. Several students expressed appreciating the
interpersonal relationships they had with others throughout the university noting a culture
that embraced diversity. Graham Dempsey described feeling fortunate that his university
could benefit from his president’s willingness to connect with all students regardless of
who they were, where they were from, or what they believed.
student. Benjamin Terrell partially attributed his leadership identity to the advice he
platform for many of those interviewed to develop purpose socially and professionally.
Justin Time expressed a motivated outlook on his professional life linked to the
Charlotte Erickson and Tracy who also both expected and valued the same characteristic
in their president. Chickering and Reisser (1993) conclude that an individual’s vectors are
impacted by the university through institutional objectives, the size of the organization,
and the student-faculty relationship. The findings from my study suggest the impact
interactions.
surrounding how students experience and understand the university presidency. It is from
the rich descriptions evolving from the student stories that I base my recommendations
for practice. Connecting back to the early mapping stage of my project, I proposed this
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study would have relative implication for researchers, presidents, trustees, student
services professionals, public relations and presidential staff, and students. The students’
voice expressed through their lived experiences was always present as I explored and
defined the phenomenon. This essence now serves as the basis for my recommendations.
This study has initiated a research dialog regarding students and presidents. While
I explored how students experience and understand the presidency, my study’s findings
compel further investigation into the relationship and connectivity between these two
considerations for researchers as they continue investigating students and presidents and
work to further seek understanding and define gaps in scholarly literature. My research
experience the meaningful impact from presidential interaction. Presidents can benefit
from knowing their effort to interact with students is qualified by the discoveries in this
encourages presidents to reflect on the level of engagement they offer their student
constituents. Presidents should build time and strategy into their schedules to encourage
informal interactions. This interactivity best occurs at different times and in different
settings throughout campus. Shifting travel routes, walking through different buildings,
gaining an awareness of and visiting popular social and study locations are basic
considerations that can engage students. The intentionality of these encounters needs to
be built into the presidential routine. This effort would provide for informal presidential
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interaction that was deeply valued by the students in my study. Location and discussion
topic seem less important and overshadowed by the excitement the students expressed in
Trustees are responsible for organizational oversight which finds them engaging
president for a balance between managing the day to day operations and championing the
mission and vision of the university. The students in my study had much to say regarding
employ great leaders and maintain high expectation. Presidents who recognize their
vision are likely to recognize their student population as key players in the collaborative
seeking presidential candidates that comprehend the influential nature of their position
educational journey. Great effort and extensive resources go into developing programs
and services that encourage student involvement and connectivity with their university.
between students and presidents. Student services leaders can help engage presidents in
recognizing the importance associated with developing bonds with their student
knowing who their president was. Student Services can help bridge the gap through
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programming designed to encourage casual exchanges between students and the
president.
University public relations staff is charged with promoting the organization and
often serves as a conduit for the president to convey important messages. The students in
vision. Marketing strategies and news releases can be developed to promote this
interacting with their president could resonate with past, present, and future students.
Additionally, the president’s staff often assists with speech writing and constituent work
on behalf of the president. My findings indicate that letters and emails from the president
Acknowledging the meaningful impact from presidential interaction enables the staff to
recognition.
Students are at the center of the higher education equation. As direct beneficiaries
of the organizational offering, they can find purpose through engaging with the president
interacting, students should expect to have a voice in shared governance. Students can
advocate individually and collectively that they value experiencing informal presidential
interaction, student advocates should encourage engagement. Assistance and ideas for
coordinating shared experiences between students and the president may be available
through Student Services. The participants in my study expressed that interacting with
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their president led to personal inspiration and increased university connectivity. At
locations where a president does express interest, students should take full advantage of
of how students experience and understand the university presidency. Previous research
had not explored the interactivity between students and presidents. Limitations involved
While this form of discovery focuses in on the essence of the lived experience of a
specific population, other aspects of the interactivity are not explored. As the interactivity
between students and presidents impacts the ever-evolving relationship, not having the
with, at minimum, occasional interaction with their university president. This limits how
well the findings apply to the general student population. The lack of represented
diversity in both setting and sample are limiting factors. My study contributes to learning
how students experience and understand the presidency. The findings are best understood
through the context of the ten students I interviewed for my investigation. Transferability
can be determined through considering the detailed descriptions specific to the students’
investigations continue to explore the evolving dynamic. The four areas I suggest for
further research consideration are: (a) the interactivity between students and presidents
through social media; (b) expanding the target population to include a more diverse
student demographic and differing types of organizations; (c) studying how involved
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students influence the general student population and serve as a key communication
conduit for presidents to reach a larger population; and (d) conversely, investigating how
presidents through social media. While a web search indicates numerous university
presidents are currently engaged with their students through social media outlets such as
Facebook and Twitter, neither president at the schools in my study’s sample interacted
with their students through virtual networking. In fact, student respondents from both
universities cited organizational policies banning faculty and staff from connecting with
students in this manner. Future studies should further explore this aspect of the
recommendation. When Benjamin Terrell was asked to reflect on what other students
might expect from a university president he suggested: “I think their expectations would
be someone who is fun, someone who has a twitter account and is very personable.”
This study spanned student perception regarding the formal and informal
affiliate with their constituencies in new ways it will be important for them to align with
the changing communication modalities that are most common to their students. The
presidency by nature and vested authority compels leaders to think, act, connect, and
respond in a very public manner. Discovering how presidential interaction through social
media is experienced and understood by students would help further compel this
investigation.
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I recommend further research expand the target population to include the
noninvolved student perspective, more diverse student demographics, and differing types
of universities. The involved student population was intentionally targeted in this study
due to the increased likelihood that they had experienced their university president. While
my research findings support both value in and positive impact associated with
interaction between students and presidents, the uninvolved student voice is missing from
the equation. Several of the participants spoke directly to their perception that presidents
decisions that the president is making but they don’t have any actual interaction
with the president. I think, honestly, the average uninvolved student wouldn’t be
able to give examples of what the university president does on a day to day basis.
Try to engage the students because even the uninvolved or uninterested students,
if they hear of an opportunity to give feedback on something they care about, they
will… I think if a president makes the effort to reach out to students that it will be
returned.
Future research should further explore the manner in which involved students
influence the general student population and serve as a key communication conduit for
greater propensity for uninvolved students not knowing or caring about university
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leadership, the impact of stories and information expressed by involved students to other
stakeholders would further define and qualify this line of discovery. Expanding the target
universities will also help to further describe the phenomenon and offer deeper insight
experience and understand their students. My research focused on the student voice as it
investigated the lived experiences of the student participants. This is one half of the
phenomenological equation. Presidential intent is also at the core of this interactivity and
compels the other half of the evolving relationship. Inverse to my research, empirical
studies have not yet investigated how presidents experience and understand their students.
connect with their student constituency. Themes evolving in data from studying
Conclusion
Previous studies had not investigated any connection between students and
literature, my study explored how students experience and understand the university
145
extracurricular activities and having, at minimum, occasional interaction with their
president. Participants were selected from two small, public, Midwestern universities
where their president had served for five or more consecutive years. The in-depth face-
motivating their campus involvement, enhancing their connection to the university, and
is displayed in Figure 5. The emergent themes have been added to exhibit the foundation
of discovery that establishes how students experience and understand the university
presidency.
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Figure 5. Comprehensive Conceptual Framework
This research project has provided me with deep insight into how students
experience and understand the university presidency. The purposeful design focused in on
the voice of the participants. The involved students I interviewed each shared valuable
perspective into the phenomenon. Their stories demonstrate that meaningful interaction
occurs between students and their president. Evidence indicates this interactivity is valued
by the students and influences the way they perceive their college experience. My study is
a first step to better understanding the connectivity between these two important groups
presidents, trustees, student services professionals, public relations and presidential staffs,
147
and students. Recommendations for further research include: (a) investigating
interactivity between students and presidents through social media; (b) expanding the
target population to include a more diverse student demographic and differing types of
organizations; (c) studying how involved students influence the general student
population and serve as a key communication conduit for presidents to reach a larger
population; and (d) exploring how university presidents experience and understand their
students.
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APPENDIX A
167
168
169
APPENDIX B
170
My name is Kahler Schuemann and I am a doctoral student at Western Michigan
University. As a courtesy, I am writing to let you know of my dissertation research and
seek your support with utilizing (*** University) as one of my two research locations
later this semester. This study will discover how students experience and understand the
university presidency. This interest has evolved as a culmination of my early experience
as a student leader, my former dedication as a student affairs administrator, and my
current effort as an assistant to President John Dunn at Western Michigan University.
The relationship between presidents and students continues to evolve and yet remains
undefined in the literature. This void creates a dynamic platform for investigating and
describing any connection between the two groups. Utilizing a phenomenological
approach, my research will generate descriptive themes from interviews providing for a
data rich student perspective.
I selected (*** U) because of your successful tenure as a president and my future interest
in leadership at a small, public, Midwestern, teaching university. My sample would
include up to 8 “involved” junior or senior students with up to 8 other respondents from
another similar university. Appropriate permission will be gained both from the WMU
Human Subjects Institutional Review Board and the (*** U)(** IRB).
It has been my professional experience that “involved” students at a small university have
a greater likelihood of interacting with organizational governance and perhaps have
increased exposure to experiencing the presidency. This research focuses on how students
experience and understand the presidential position; not you as a person. The anonymity
of the student participants, the presidents, and the universities will be protected.
I would greatly value your support with this endeavor and welcome any feedback or
suggestions. I know firsthand from working in a president’s office that your schedule is
beyond busy so even a simple nod of support would be appreciated. Thank you for your
distinguished leadership. I admire your continued contribution to higher education.
Appreciatively,
Kahler B. Schuemann
171
APPENDIX C
I will be working under the guidelines approved through the WMU Human Subjects
Institutional Review Board and am dedicated to the confidentiality and well being of the
participants. I need to recruit a sample of up to 8 “involved” students. My intent is to
focus on a population that may have slightly elevated exposure to interactions with a
university president which may in turn lead to some understanding of the position. I am
seeking students who:
- are juniors or seniors and have completed four consecutive semesters at (University)
With as busy as involved students are, my goal is to make the participant experience as
convenient as possible. Participants will be asked to:
- attend one face to face interview held on your campus (approximately 45-60 minutes)
- review the interview transcripts for accuracy and further comment (sent through email)
I know how busy your schedule is and greatly appreciate your help. Please forward the
attached email to potential participants. If at any point you have questions please
contact me through email or at (269) 598-2034 or my advisor, Dr. Donna Talbot at
(269387-3891). Thank you for your effort. I admire your ongoing contribution as a
student affairs administrator!
Appreciatively,
Kahler B. Schuemann
173
APPENDIX D
Greetings!
My research is about how college students experience and understand the university
presidency. This project has the support of (University President). You are receiving this
email because you are an involved student at (University) and may have interest in
participating in my study.
- are juniors or seniors and have completed four consecutive semesters at (University)
With as busy as involved students are, my goal is to make the participant experience as
convenient as possible. Participants will be asked to:
174
- complete a brief online demographic questionnaire
- attend one face to face interview held on your campus (approximately 45-60 minutes)
- review the interview transcripts for accuracy and further comment (sent through email)
Students participating in the study will choose a pseudonym (fake name) to mask their
identity. Your input could help shape the way we understand the relationship between
students and university presidents.
Remember your participation is completely voluntary and you can choose to stop at any
point. You can contact me with questions at kahler.schuemann@wmich.edu or (269)
598-2034 or my advisor, Dr. Donna Talbot at (269) 387-3891.
Please feel free to share this with other involved students at (****University) who may
also meet the criteria. I admire your effort as an involved student and value your
consideration!
Appreciatively,
Kahler B. Schuemann
APPENDIX E
175
176
I want your input!
Intramurals
is important to me! Please go to the attached website for additional information on being
ice Your vo Experiencing the Presidency
Kahler Schuemann, a graduate student at Western Michigan University is conducting
Residence Life
https://survey.wmich.edu/
TakeSurvey.aspx?SurveyID=l2M
L6o2
Student
……………………………………………………… .
Experiencing the Presidency
https://survey.wmich.edu/
Please!
TakeSurvey.aspx?SurveyID=l2M
……………………………………………………… .
177
Experiencing the Presidency
https://survey.wmich.edu/
TakeSurvey.aspx?SurveyID=l2M
……………………………………………………… .
Experiencing the Presidency
https://survey.wmich.edu/
TakeSurvey.aspx?SurveyID=l2M
……………………………………………………… .
Experiencing the Presidency
https://survey.wmich.edu/
Organizations TakeSurvey.aspx?SurveyID=l2M
Student Life
……………………………………………………… .
Clubs
Other…
and Experiencing the Presidency
https://survey.wmich.edu/
TakeSurvey.aspx?SurveyID=l2M
……………………………………………………… .
Experiencing the Presidency
https://survey.wmich.edu/
TakeSurvey.aspx?SurveyI D=l2M
APPENDIX F
Email:
Phone #:
How many consecutive semesters (including the current one) have you attended (****
University):
178
Academic class status: freshman sophomore junior senior
Age:
_ White/Caucasion _ Hispanic/Latino
What campus activities and or organizations are you actively involved with?
On a scale from 1-10 (10 being the most) how much interaction do you have with the
university president?
1 2 3 4 5 6 7 8 9 10
(no interaction) (occasional interaction) (regular interaction)
APPENDIX G
179
Greetings (***name)!
Thank you for taking the time to complete the online survey. Based on your responses,
you do not meet the criteria to participate in the study. Please understand this is not about
you, rather the rigid guidelines dictating this research.
Again, I value your interest and effort in this project and admire your dedication as an
involved student at (*** University).
Appreciatively,
Kahler B. Schuemann
180
APPENDIX H
181
Thank you for taking the time to complete the online survey. Based on your responses,
you meet the criteria to participate in the study. I admire your involvement at (***
University) and look forward to our interview regarding your thoughts and experiences as
they relate to the university presidency.
I need you to do two quick things within the next day please:
Your ability to speak openly about the topic is important to me and I am committed to
protecting your identity from anyone other than the research team.
1. Please choose a fun pseudonym (fake name) that represents your personality and
respond back to this email with your choice.
I plan to be on your campus for interviews on (***day and date). To help with
scheduling, I set up an online calendar with numerous open time slots. Your convenience
is most important to me.
2. Please go to (***calendarDoodle.com) and choose a time that best works for you.
Please use your fake name so others don’t know your identity. You will receive a couple
email reminders about the interview as the date approaches.
Our individual face to face interview (approximately 45-60 minutes) will be held in (***
room and building). You will be asked to review and sign a consent form prior to
participating. During the interview, I will be asking a series of semi-structured interview
questions.
A couple weeks later you will receive an email with the transcription from our interview
and be asked to review the notes for accuracy and respond back within a seven day period
with any additional commentary.
I look forward to your response back with your chosen fake name so we can proceed with
the research. Again, I value your interest and effort in this project. Don’t hesitate to
contact me with any questions.
Appreciatively,
Kahler B. Schuemann
182
APPENDIX I
I look forward to our upcoming interview regarding your experiences and understanding
with the university presidency. This is the first/second of two reminders. Our individual
face to face interview (approximately 45-60 minutes) is scheduled for:
(***day, date)
(***time)
Again, I value your interest and effort in this project. Don’t hesitate to contact me with
any questions.
Appreciatively,
Kahler B. Schuemann
183
APPENDIX J
Consent Form
184
You are invited to participate in a dissertation research study being conducted by Kahler
B. Schuemann in partial fulfillment of the requirements for the doctoral degree in
Educational Leadership, Research and Technology at Western Michigan University. This
study is conducted under the supervision of Donna Talbot, Ph.D., of Western Michigan
University. This consent form is designed to fully inform individuals of their research
involvement. Please review the document carefully and feel free to ask for additional
clarification.
What are the risks of participating in this study and how will these risks be
minimized?
As in all research, there may be unforeseen risks to you as a participant. This study
presents only minimal risk to those who will partake because data is collected and
communicated through the anonymity of a pseudonym. Pseudonyms will be immediately
applied at the time of consent to replace personal identifiers and respondents will be
required to submit subsequent information under their chosen code name.
Are there any costs or compensation associated with participating in this study? There
are no costs or compensation associated with participating in this study.
185
How will confidentiality be maintained throughout this research?
All of the information collected from you is confidential. Your name will not appear on
any documents where information is recorded. Forms will be coded with a pseudonym of
your choosing. The student investigator will keep a separate master list with the names of
participants and the corresponding pseudonyms. Once the data are collected and
analyzed, the master list will be destroyed. All other forms will be retained for three years
in a locked file in the principle investigator’s office prior to being destroyed.
Should you have any questions prior to or during the study, you can contact the primary
investigator, Dr. Donna Talbot at 269-387-3891 or donna.talbot@wmich.edu. You may
also contact the Chair, WMU Human Subjects Institutional Review Board at 269-
3878293 or the WMU Vice President for Research at 269-387-8298 if questions arise
during the course of the study.
This consent document has been approved for use for one year by the Human Subjects
Institutional Review Board (HSIRB) as indicated by the stamped date and signature of
the board chair in the upper right corner. Do not participate in this study if the stamped
date is older than one year.
------------------------------------------------------------------------------------------------------------
I have read this informed consent document. The risks and benefits have been explained
to me. I agree to take part in this study.
___________________________________ ______________________________
Participant’s signature Date
186
https://www.amazon.com/Coding-Manual-Qualitative-Researchers-ebook/dp/
B015P643WO/ref=sr_1_1?keywords=saldana&qid=1565229478&s=digital-text&sr=1-1
https://www.amazon.com/Fundamentals-Qualitative-Research-Understanding-ebook/dp/
B00VOLCDZY/ref=pd_sim_351_69?
_encoding=UTF8&pd_rd_i=B00VOLCDZY&pd_rd_r=ba02d166-39aa-469b-b640-
55e635d4960b&pd_rd_w=sWHc6&pd_rd_wg=Idwcu&pf_rd_p=90485860-83e9-4fd9-
b838-
b28a9b7fda30&pf_rd_r=TK9R1C77RTK7NR6D53QB&psc=1&refRID=TK9R1C77RTK
7NR6D53QB
APPENDIX K
187
Describe the president for me.
What do you think about the interactions you have with the president?
Has your interaction with the president influenced the way you think about the
university?
Are there other types of interactions, and if so, what are they?
Are there others in university leadership positions you connect or identify with?
Based on your experience, how do you understand the role and responsibility of a
university president?
Have you heard other students say the same or other things?
Have there been any changes in how you view the presidency?
188
Given everything you have shared, if you had the opportunity to talk with a president,
what is something you would want them to know?
189
APPENDIX L
190
191